Complex thinking in a project-based classroom

Abstract

Present instructional methodology in the information system design (ISD) environment is in need of explicit guidelines for promoting the thinking skills of learners, thus failing to fully develop their technological problem solving skills in general. Shelly, Cashman and Rosenblatt (2001) point out that system design tasks demand critical thinking while Harris (1999:61) highlights abstraction skills. Complex thinking and strategies to facilitate thinking skills have not been sufficiently investigated in the project-based classrooms. The aim of this paper is to explore complex thinking and the strategies for facilitating complex thinking of learners applicable to a project-based classroom. The nature of this research required an in-depth literature review where different conceptions, programmes and models of thinking processes were analysed forming the source for compiling criteria for an instructional web design programme (IWDP). The integration of the literature findings reveals a variety of instructional strategies which should be considered in enhancing cognitive skills and creating a meaningful learning atmosphere. Different perspectives on complex thinking reveal the integrated nature of thinking where collaborative effort in a project-based classroom, learners’ reflective skills and a variety of explicitly planned context-based strategies were considered for building a framework for the IWDP.