Identifying Cognitive Indicators Effective in Developing Problem-Solving Skills in Elementary School Students

Abstract

The objective of this study was to identify cognitive indicators that influence the development of problem-solving skills in elementary school students. This qualitative study was conducted using semi-structured interviews. The sample included 28 participants, consisting of elementary school students, their parents, and teachers from Tehran. Data were analyzed using NVivo software, and thematic analysis was employed for coding and categorization. The results indicated that various cognitive processes, including problem understanding, information processing, idea generation, planning for solutions, decision-making, and reviewing outcomes, significantly impacted the problem-solving abilities of students. Additionally, educational, family, and social environments were recognized as influential environmental factors in the development of these skills. This study shows that problem-solving skills in elementary school students are influenced by a combination of cognitive and environmental factors. Strengthening cognitive skills such as problem understanding, information processing, and decision-making, along with creating supportive environments in schools and families, can contribute to the improvement of these skills.