Does stating assumptions prevent single loop learning
in group problem solving?
Kevin Wallenstein, Peer Leader, The City College of New York
Background
When solving problems in chemistry 2 workshop, frequently a
group will start doing a problem, arrive at an obviously wrong
answer, re-check their calculations repeatedly and still arrive at the
same answer. Then they give up and don’t know what to do. This
poster seeks to find a solution to this problem.
Hypothesis
If a group states their collective assumptions before they start solving
problems, double loop learning will dominate over single loop learning.
After repeatedly noticing the success associated with stating their
assumptions, the group will permanently integrate stating assumptions into
their problem solving.
Literature Review
Chris Argyris and Donald Schon developed a theory of learning which
suggests that one type of learning comes from correcting your own errors.
People try to solve problems with a certain method that can lead to learning:
1) Governing Variables-These are the ideas/assumptions that people
want to keep intact, undamaged and use to solve a problem
2) Action Strategy-This is the course of action one takes, using those
assumptions to solve a problem.
3) Consequences-This is the repercussions of solving the problem the
way you did; getting the right or wrong solution and how you intend to fix a
wrong answer.
Single Loop Learning- This is when the consequences are a wrong answer
but instead of altering your governing variable, you keep the governing
variable the same and just alter or check over your action strategy.
-This makes correcting misguided governing variables impossible.
-This is the most frequent approach because changing core
assumptions means admitting a fundamental mistake which is scary and
embarrassing.
-If this loop continues, the right answer will not be reached and a
person will be stuck in a cycle of wrong answers.
Double Loop Learning- This is when, after the consequences show a wrong
answer or mistake, you alter the fundamental governing variables you use to
solve a problem. This is true learning because you have expanded your
knowledge and learned how to solve the problem correctly.
(Image from Smith, 2001)
Method: Discussion:
The group which I conducted this test on was my Chemistry 2 workshop group.
I posed 6 problems of escalating difficulty that differ in their assumptions from simpler problems. - Without stating their assumptions, the group experienced
The first problem single loop learning.
Tell the group to solve the problem without telling them to state their assumptions. - The group started stating their assumptions without being
Allow the group 3 attempts before correcting them. told very quickly after the first instructions to do so.
The second problem - This stating of assumptions alone did not prevent single loop
Tell the group to solve the problem, first stating and discussing all the assumptions. learning.
If they get the wrong answer tell them to check their initial assumptions and try again. - The group had to be instructed to re-check their assumptions
The third problem if they arrived at wrong answers.
Tell them to solve the problem but do not tell them to state their assumptions. - The combination of stating your assumptions and checking
If they are able to solve the problem, note if they stated their assumptions on their own. over those assumptions if an answer was wrong prevents
If they aren’t able to solve the problem after 3 tries, tell them to start again and try by first stating or single loop learning and encourages double loop learning.
checking their assumptions. - These results makes sense, because the theory of single
The fourth problem and double loop learning does say that it is after an error or
Tell them to solve the problem but do not tell them to state their assumptions. mistake that a person will go back and correct their governing
If they are able to solve the problem, note if they stated their assumptions on their own. variables.
If they aren’t able to solve the problem after 3 tries, tell them to start again and try by first stating or - Once the group had been instructed to state and check their
checking their assumptions. assumptions for the first few questions, they integrated the
The fifth problem process into their problem solving on their own.
Tell them to solve the problem but do not tell them to state their assumptions. Further Inquiry:
If they are able to solve the problem, note if they stated their assumptions on their own. - Do they carry over this behavior to other classes?
If they aren’t able to solve the problem after 3 tries, tell them to start again and try by first stating or - Will they permanently integrate these practices into their
checking their assumptions. workshop problem solving?
The sixth problem
Tell them to solve the problem but do not tell them to state their assumptions.
If they are able to solve the problem, note if they stated their assumptions on their own and checked their Conclusion:
assumptions.
Single loop learning is a major obstacle for problem
Questions to be answered:
solving in workshop. It is important for the students to
Do the students demonstrate single loop learning before you tell them to state their assumptions?
learn how to question their initial assumptions as this is
After stating their assumptions and discussing them, are they able to break through to double loop
frequently what is wrong with their answer. Only when
learning?
double loop learning is achieved do the students
How long does it take them to integrate this permanently into their collective problem solving technique?
actually have the ability to solve problems on their own
as well as learn on their own.
To prevent single loop learning, it is important to
Observation: both state and discuss the group assumptions and re-
check those assumptions if an answer is wrong. One
The first problem method developed in this experiment to encourage
After posing the first problem, the groups went directly into calculations. double loop learning is to pose several difficult
After arriving at the wrong answer, instead of checking their assumptions they just checked problems with unconventional assumptions. Before
over their calculations. solving the first few the students should be instructed to
They kept making the same mistake all 3 chances because they were making a wrong initial write out those assumptions and check them if they are
assumption. wrong. After they have gone through the process a few
The second problem times, they will start to discuss the assumptions on their
The group stated their assumptions first as asked, but their initial assumptions were wrong. own. The process of stating, discussing and re-
I had to tell them to recheck their initial assumptions after they arrived at the wrong answer checking assumptions is a key to encouraging double
repeatedly. loop learning which is key to an effective workshop.
The third problem
The groups stated their assumptions without being asked and solved the problem correctly.
The fourth problem
The group stated and discussed their assumptions but one of the assumptions was wrong. Bibliography:
After three tries I had to remind them to check their assumptions.
Anderson, L. (1997) Argyris and Schon's theory on congruence and
They spotted their mistake and solved the problem.
learning. [On line] Retrieved from
The fifth and sixth problem http://www.scu.edu.au/schools/gcm/ar/arp/argyris.html on April 10th, 2006)
The group stated their assumptions and and knew to check their assumptions on their own,
without being told. Smith, M. K. (2001) 'Chris Argyris: theories of action, double-loop learning
and organizational learning. The encyclopedia of informal education.
The group was able to solve the problem completely on their own.
Retrieved on April 10, 2006 from http://www.infed.org/thinkers/argyris.htm.