Complex Problem Solving as a Construct of Inquiry, Computational Thinking and Mathematical Problem Solving

Abstract

Complex problem solving is one of the key skills for future jobs, but it has not been clearly operationalized. We hypothesized that it is a construct of inquiry, computational thinking, and mathematical problem solving. The hypothesis was empirically tested by administering tests to 261 high school students for assessing three inquiry skills, two dimensions of computational thinking and five mathematical problem solving skills. Confirmatory factor analysis showed a three factor model of inquiry skills and two factor model of computational thinking skills to have a good fit. Mathematical problem solving skills were characterized with a two factor model. These factors were combined in a higher-order factor model into one construct that could be defined as a complex problem solving skill.