Why we satisfice

Satisficing (a portmanteau of "satisfy" and "suffice") is a decision-making strategy which attempts to meet criteria for adequacy, rather than to identify an optimal solution.Wikipedia <http://en.wikipedia.org/wiki/Satisficing>

A common complaint about student researchers is that they "satisfice." They stop after finding the first possible answer to a question. I am guessing there is more to it than just laziness.

Consider this graph:

Is there a direct correlation between importance of the question to the researcher and the depth of research he/she is willing to do?

Maybe, just maybe, if we asked better questions, we'd get better researchers.

Ya think?

Tomorrow, the corollary with filing state reports.

Comments

[Paul C]

"Maybe, just maybe, if we asked better questions, we'd get better researchers."

Excellent point. How we shape our assignments for students will affect their output, performance, and enthusiasm.

Part of that enthusiasm may be achieved with students taking ownership of the questions which are asked.

[Kenn Gorman]

How about this one...

"The coolness of the assignments designates the amount of time and energy student put into it".

I assigned a mindmap at the beginning of the semester (using on-line mind mapping tools - MindMeister to name one) and it was the most turned in assignment. It also seemed like the students were genuinely concerned whether I recieved the assignment (I had them do a screen shot when they were done).

[Jim from 833]

“What are we going to ask on our tests, when our students are walking in with Google in their pocket?”
--David Warlick

http://davidwarlick.com/2cents/?p=1592

[Sharon S.]

I absolutely agree - the quality of the research depends upon the quality of the questions. Teachers keep asking for plagiarism detection tools and I keep reiterating that it is the design of the project and the quality of the questions that will prevent plagiarism. Perhaps students satisfice because teachers satisfice.

[Doug Johnson]

Hi Paul,

I've always preached "choice" whenever possible when giving research assignments.

Been writing/speaking about this one for 10 years.
http://www.doug-johnson.com/dougwri/designing-research-projects-students-and-teachers-love.html

All the best,

Doug

Hi Kenn,

I like your saying (and mindmap idea). I am guessing for many kids, "coolness" and "relevance" may be synonymous.

Doug

Hi Jim,

Yup. Great quote from Warlick. And as a proud iPod Touch user, I understand exactly what he's talking about!

Doug

Hi Sharon,

Powerful observation. I'd agree!

Doug