Proposing a Learning Method to Deal with IllDefined Problems in The Real World According to The Characteristics of the Design Problem

Almeida, B. (2021). The law and its limits: land grievances, wicked problems, and transitional justice in
Timor-leste. International Journal of Transitional Justice, 15(1), p. 128-147.
Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F.Elloumi (Eds.),
Theory and practice of online learning. Athabasca: Athabasca University.
Arık, S., & Yılmaz, M. (2020). The effect of constructivist learning approach and active learning on
environmental education: A meta-analysis study. International Electronic Journal of Environmental
Education, 10(1), p. 44-84.
Aslami, M., & Ojaghi, N. (2022). Identifying the competency components of instructors in e-learning
environment based on a constructivist approach. Quarterly Journal of Research and Planning in Higher
Education, 28(4), p. 143-169.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning.
Journal of Research & Method in Education, 5(6), p. 66-70.
Batres, R. (2022). Teaching ill-defined problems in engineering. International Journal on Interactive Design
and Manufacturing (IJIDeM), 16(4), p. 1321-1336.
Chang, Y. K., & Kuwata, J. (2020). Learning experience design: Challenges for novice designers.
Chi, M. T., & Glaser, R. (1985). Problem-Solving Ability.
Conklin, J. (2001). Wicked problems and fragmentation. Unpublished working paper.
Conklin, J. (2006). Wicked problems & social complexity. 11. CogNexus Institute Napa, USA.
Costa, J. M., Miranda, G. L., & Melo, M. (2022). Four-component instructional design (4C/ID) model: A
meta-analysis on use and effect. Learning Environments Research, 25(2), p. 445-463.
Crowley, K., & Head, B. W. (2017). The enduring challenge of ‘wicked problems’: Revisiting Rittel and
Webber. Policy Sciences, 50(4), p. 539-547.
Eseryel, D. (2006). Expert conceptualizations of the domain of instructional design: An investigative study
on the deep assessment methodology for complex problem-solving outcomes.
Fardanesh, H. (2013). Instructional design, foundations, approaches and applications. Tehran, Samt
publication.
Goel, V., Pirolli, P (1992). The structure of design problem spaces.Cognitive Science. 16, p. 395-429.
Goldschmidt, G. (2003). The backtalk of self-generated sketches. Design issues, 19(1), p. 72-88.
Goldschmidt, G., & Weil, M. (1998). Contents and structure in design reasoning. Design issues, 14(3), p.
85-100.
Gu, P., Zhang, Y., & Gu, H. (2020). Creating a technology-enhanced constructivist learning environment
for research ability development in a BA Thesis Writing course. Computer Assisted Language Learning,
33(5-6), p. 538-566.
Head, B. W. (2022). The rise of ‘wicked problems’—uncertainty, complexity and divergence. In Wicked
Problems in Public Policy: Understanding and Responding to Complex Challenges, p. 21-36. Springer.
Hedberg, J., Oliver, R., Harper, B., Wills, S., Agostinho, S. (2002). Formalising the descriptions of learning
designs. Proceedings of the 2002 Annual International Conference of the Higher Education Research and
Development Society of Australasia (HERDSA). p. 496-504. ACT Australia: HERDSA.

Hong, S., & Lee, J. Y. (2022). Evaluation of therapeutic communication education for nursing students
based on constructivist learning environments: A systematic review. Nurse Education Today, 119, 105607.
Jonassen, D., & Tessmer, M. (1996). An outcomes-based taxonomy for the design, evaluation, and research
of instructional systems. Training Research Journal, 2(1996), 97.
Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving
learning outcomes. Educational technology research and development, 45(1), p.65-94.
https://doi.org/10.1007/BF02299613
Jonassen, D. H. (2000). Toward a design theory of problem-solving. Educational Technology Research and
Development, 48(4), p. 63-85.
Kitchner, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive
processing. Human development, 26(4), p. 222-232.
Lawson, B. (2005). How designers think (4
th edition). In Architectural Press.
https://doi.org/10.1017/CBO9781107415324
Major, C. H., & Palmer, B. (2001). Assessing the effectiveness of problem-based learning in higher
education: Lessons from the literature. Academic Exchange Quarterly, 5(1), p. 4-9.
McCarthy, S. n. R. (2012). Relational reinvention: writing, engagement, and mapping as wicked response.
Merrill, M. D. (2012). First principles of instruction. John Wiley & Sons.
Mogens Myrup, A., & Niels Henrik, M. (1997). On the identification of Product Structure Laws. In
Proceedings of the 3rd Wdk Workshop on Product Structuring — 1997, p. 1-26.
Pham, C. T. A., Magistretti, S., & Dell'Era, C. (2023). How do you frame ill‐defined problems? A study on
creative logics in action. Creativity and Innovation Management, 32(3), p. 493-516.
Reilly, C., & Reeves, T. C. (2024). Refining active learning design principles through design-based
research. Active Learning in Higher Education, 25(1), p. 81-100.
Rhodes, A. E., & Rozell, T. G. (2017). Cognitive flexibility and undergraduate physiology students:
increasing advanced knowledge acquisition within an ill-structured domain. Advances in Physiology
Education, 41(3), p. 375-382.
Richards, D., & Cameron, L. (2008). Applying learning design concepts to problem-based learning. Paper
Presented At The Proceedings Of The 3rd International LAMS & Learning Design Conference.
Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2),
p. 155-169.
Savery, J. (1994). What is problem-based learning? Paper presented at the meeting of the Professors of
Instructional Design and Technology, Indiana State University, Bloomington, IN.
Spiro, R. (1987). Knowledge acquisition for application: cognitive flexibility and transfer in complex
content domains. Technical Report No. 409.
Spiro, R. J. (1988). Cognitive flexibility theory: advanced knowledge acquisition in ill-structured domains.
Technical Report No. 441.
Voss, J. F. (1987). Learning and transfer in subject-matter learning: A problem-solving model.
International Journal of Educational Research, 11(6), p. s607-622.
Wood, P. K. (1983). Inquiring systems and problem structure: Implications for cognitive development.
Human Development, 26(5), p. 249-265.

Zajda, J. (2021). Constructivist learning theory and creating effective learning environments. Globalisation
and Education Reforms: Creating Effective Learning Environments, p. 35-50.