Question $6$

Jim Bolton is attempting to use a problem$-$solving approach in his Business Law class. He

presents his students with a case study taken from a widely publicized event that illustrated

uncertainty in whether or not a large business is in compliance with government regulations.

He models an analysis of the case study, including the process of identifying the problem

goal, representing the problem, selecting and implementing a strategy, and evaluating the

results.

He then presents the students with another case study and has them attempt to apply the

steps he has modeled. In this second case study, which is slightly different from the first, the

students$-$with Jirf's guidance$-$determine that their task is to determine why the second

business is not in compliance. Again, with his guidance, the students decide that they will

first identify the regulations that might be relevant to the information in the second case

study. The students then work in pairs to identify the regulations that they believe the

company is violating and why they believe the company is violating these regulations.

Finally, Jim conducts a whole$-$class discussion in which the students offer different views

about whether or not their conclusions are valid.

Of the following, which strategy for improving our students' problem$-$solving abilities is Jim

best applying by using his original case study as the framework for teaching problem solving

in business law?

Present problems in real$-$world contexts.

Capitalize on social interaction.

Encourage sense making.

Develop students' expertise with worked examples.