Does stating assumptions prevent single loop learning

1
Does stating assumptions prevent single loop
learning in group problem solving? Kevin
Wallenstein, Peer Leader, The City College of New
York
Method 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. The
first problem Tell the group to solve the
problem without telling them to state their
assumptions. Allow the group 3 attempts before
correcting them. The second problem Tell the
group to solve the problem, first stating and
discussing all the assumptions. If they get the
wrong answer tell them to check their initial
assumptions and try again. The third 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. If they arent
able to solve the problem after 3 tries, tell
them to start again and try by first stating or
checking their assumptions. The fourth 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. If they arent
able to solve the problem after 3 tries, tell
them to start again and try by first stating or
checking their assumptions. The fifth 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. If they arent
able to solve the problem after 3 tries, tell
them to start again and try by first stating or
checking their assumptions. 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
assumptions. Questions to be answered Do the
students demonstrate single loop learning before
you tell them to state their assumptions? After
stating their assumptions and discussing them,
are they able to break through to double loop
learning? How long does it take them to integrate
this permanently into their collective problem
solving technique?
Discussion - Without stating their assumptions,
the group experienced single loop learning. -
The group started stating their assumptions
without being told very quickly after the first
instructions to do so. - This stating of
assumptions alone did not prevent single loop
learning. - The group had to be instructed to
re-check their assumptions if they arrived at
wrong answers. - The combination of stating your
assumptions and checking over those assumptions
if an answer was wrong prevents single loop
learning and encourages double loop learning. -
These results makes sense, because the theory of
single and double loop learning does say that it
is after an error or mistake that a person will
go back and correct their governing variables.
- Once the group had been instructed to state
and check their assumptions for the first few
questions, they integrated the process into their
problem solving on their own. Further
Inquiry - Do they carry over this behavior to
other classes? - Will they permanently
integrate these practices into their workshop
problem solving?
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
dont 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.
Conclusion Single loop learning is a major
obstacle for problem solving in workshop. It is
important for the students to learn how to
question their initial assumptions as this is
frequently what is wrong with their answer. Only
when double loop learning is achieved do the
students 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 both state and discuss the group
assumptions and re-check those assumptions if an
answer is wrong. One method developed in this
experiment to encourage double loop learning is
to pose several difficult problems with
unconventional assumptions. Before solving the
first few the students should be instructed to
write out those assumptions and check them if
they are wrong. After they have gone through the
process a few times, they will start to discuss
the assumptions on their own. The process of
stating, discussing and re-checking assumptions
is a key to encouraging double loop learning
which is key to an effective workshop.
Observation The first problem After posing the
first problem, the groups went directly into
calculations. After arriving at the wrong
answer, instead of checking their assumptions
they just checked over their calculations. They
kept making the same mistake all 3 chances
because they were making a wrong initial
assumption. The second problem The group stated
their assumptions first as asked, but their
initial assumptions were wrong. I had to tell
them to recheck their initial assumptions after
they arrived at the wrong answer repeatedly.
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. After three
tries I had to remind them to check their
assumptions. They spotted their mistake and
solved the problem. The fifth and sixth problem
The group stated their assumptions and and knew
to check their assumptions on their own, without
being told. The group was able to solve the
problem completely on their own.
Bibliography Anderson, L.  (1997) Argyris and
Schon's theory on congruence and learning. On
line Retrieved from http//www.scu.edu.au/schools
/gcm/ar/arp/argyris.html on April 10th, 2006)
Smith, M. K. (2001) 'Chris Argyris theories of
action, double-loop learning and organizational
learning. The encyclopedia of informal education.
Retrieved on April 10, 2006 from
http//www.infed.org/thinkers/argyris.htm.
(Image from Smith, 2001)