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The content comprising each problem scenario consists of information and context which should be accessible and understandable to the learner and relevant to the learning task at hand.  The author of a given scenario should be familiar with the existing knowledge and skills scaffold of the targeted audience.

The author may want to craft "domain oriented" problem contexts and situations that are (1) within the targeted learner's expected knowledge and skills scaffold, or alternatively, (2) operate in a proximal area just beyond the existing scaffold boundaries.  When the author incorporates domain specific concepts and knowledge within a scenario, that scenario has the additional value of being able to develop, exercise and assess knowledge competence in addition to critical thinking and creative problem solving skills.

As a third alternative, the author may choose to create problem scenarios consisting entirely of "general knowledge"; that is, problem scenarios not requiring the understanding or application of any particular domain knowledge.  In this instance, the intent of the problem scenario is solely to develop and exercise the core critical thinking and problem solving skills, and not to focus on the application of domain knowledge.

All three of these content design approaches for scenarios are appropriate, and the preferred design solely depends upon the objectives of the scenario author.  On findingQED's platform, it is not necessary for a problem scenario to require the application of any domain expertise in order to develop and assess critical thinking and creative problem solving skills.  Critical thinking and problem solving is a set of independent thinking skills that can be developed and exercised in our innovative framework even when the problem scenario context and facts are of a general nature and easily understood by all.

See examples of these different approaches: Public vs. Custom Created Problem Scenarios

Domain Knowledge vs. Critical Thinking

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