An exploratory study into the cognitive and behavioural influences on problem solving performance.

It is widely accepted that spatial cognition plays a critical role in STEM
educational success. However, while this relationship has shown to relate to
educational factors such as success and retention, it does not offer any insight
into the nature of the learning experience received by students or of any
associated problem solving behaviours. This exploratory study was designed to
examine the potential relationship between both cognitive factors and
behavioural factors within problem solving. The study was conducted with a
cohort of Initial Technology Teacher Education students (n=10) and utilised a
battery of spatial skills psychometric tests as well as a series of experimentally
designed physical tasks. A think-aloud protocol was employed during the
physical tasks to elicit better insights into the behavioural factors involved.
Findings illustrate the potential impact that emotions and task inherent
feedback can have on performance as well as identifying the use of heuristics in
problem solving. This is then discussed in terms of their implications for future
research and STEM educational practices.