In this chapter, I have explored models and methods for designing problembased learning environments to help students learn how to solve stoiy problems, troubleshooting problems, and case, Systems, or policy analysis problems. These are three distina kinds of Problems diät can be solved in dassrooms from kindergarten through graduate school. They are also fairly generic models that can accommodate domain-specific and context-specific knowledge structures and intellectual requkements.

In this chapter, I describe models for designing instruction to support learning how to solve each kind of problem. These models describe the system components, the activities, and, to a limited extent, the sequences of interactions with those components and activities necessary for learning how to solve each kind of problem. These models can fiinction as architectures for desiening and developing learning environments to support each kind of problem solving. These models are based on theoretical and empirical research but have not themselves been evaluated. Research evaluating these models is ongomg.