Teaching Students Problem Framing Skills with a Storytelling Metaphor

• Autores: Sara L. Beckman, Michael Barry
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 28, no. 2, 2012, págs. 364-373
• Idioma: inglés
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• Resumen

  • In 1973, Horst Rittel and Melvin Webber introduced the term ‘wicked problems’ to describe problems characterized as volatile,uncertain, complex and ambiguous. Although that description has been around for some time, it has seen resurgence in theliterature in the past few years with the increased recognition that the problems with which we grapple globally are indeed wicked.Framing of the problem is often the most difficult and important element of dealing with wicked problems, and yet much of oureducation system focuses on solving rather than framing problems. Recent interest in ‘design thinking’ focuses on problem framing,and provides a framework for teaching students the skills they need to do problem framing. This paper reports on an approachused to teaching problem framing, and in particular the skills needed to effectively engage in framing: empathy, insight recognition,thinking divergently, and learning through failure.