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How novices formulate models. Part I: qualitative insights and implications for teaching

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  • S G Powell

    (Dartmouth College)

  • T R Willemain

    (Rensselaer Polytechnic Institute)

Abstract

Teaching novices how to formulate mathematical models for ill-structured problems is a challenging task. Little is known about how novices approach ill-structured problems and how their performance differs from that of experts. We audiotaped 28 MBA students while they worked through four ill-structured modelling problems. The task in each problem was to begin to develop a model that could ultimately be used for forecasting or analysis of alternative courses of action. We analysed transcripts of these think-aloud protocols both quantitatively and qualitatively. We observed five behaviours that are not typical of experts and that limit the effectiveness of our subjects. These include: over-reliance on given numerical data, taking shortcuts to an answer, insufficient use of abstract variables and relationships, ineffective self-regulation, and overuse of brainstorming relative to structured problem solving. We conclude that an effective modelling pedagogy should teach how to: formulate models both in the presence and the absence of data, abstract variables and relationships, employ control strategies for self-regulation, and use structured problem-solving methods.

Suggested Citation

  • S G Powell & T R Willemain, 2007. "How novices formulate models. Part I: qualitative insights and implications for teaching," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 58(8), pages 983-995, August.
    • Handle: RePEc:pal:jorsoc:v:58:y:2007:i:8:d:10.1057_palgrave.jors.2602275
    DOI: 10.1057/palgrave.jors.2602275
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    References listed on IDEAS

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    1. Thomas R. Willemain, 1995. "Model Formulation: What Experts Think About and When," Operations Research, INFORMS, vol. 43(6), pages 916-932, December.
    2. William T. Morris, 1967. "On the Art of Modeling," Management Science, INFORMS, vol. 13(12), pages 707-717, August.
    3. Stephen Powell, 1998. "The studio approach toteaching the craft of modeling," Annals of Operations Research, Springer, vol. 82(0), pages 29-48, August.
    4. T R Willemain & S G Powell, 2007. "How novices formulate models. Part II: a quantitative description of behaviour," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 58(10), pages 1271-1283, October.
    5. Thomas R. Willemain, 1994. "Insights on Modeling from a Dozen Experts," Operations Research, INFORMS, vol. 42(2), pages 213-222, April.
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    Cited by:

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    2. W Hobbs & N J Curtis, 2011. "Theory and application of perceptual positions to data collection and analysis in military environments," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 62(9), pages 1753-1764, September.
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    4. Scott P. Stevens & Susan W. Palocsay, 2017. "Teaching Use of Binary Variables in Integer Linear Programs: Formulating Logical Conditions," INFORMS Transactions on Education, INFORMS, vol. 18(1), pages 28-36, September.

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