Abstract Troubleshooting Skills for Non-Engineers in Technological JobsAlthough there is an increasingly interest for people to become technological literate, here is atechnical knowledge gap between industry needs and workforce competencies, especially indeveloping countries such Colombia. That is why technology skills are needed to be developedby workforce, engineers and non-engineers who are addressing technical problems.One useful technology skill is troubleshooting. Some studies have addressed how this technicaltool helps to solve a specific technical problem, however those problems are often highlystructured rather than ill-structured, they are more linear than realistic problems are, thereforethose specific problems leave little space for leaning new things.Troubleshooting involves essential elements of the learning process. The constant interactionwith real artifacts, the immediate feedback and need of reflection for diagnosing faults, and theuse of previous knowledge are elements intrinsically integrated to the troubleshooting process.These elements are important characteristics of a learning environment; therefore they may beused not only for specific, structured problems, but also for new constructs and skills, even innew contexts.Because of this potential enrichment elements and characteristics offered in troubleshooting as aproblem-solving tool, the following study examines why troubleshooting may be an effectivetool for non-engineers to learn technical knowledge.ReferencesBransford, J., Brown, A. L., & Cocking, R. R. (2000a). How Experts Differ form Novices How people learn: Brain, mind, experience and school (pp. 31-50). Washington D.C.: National Academy Press.Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From Things to Processes: A Theory of Conceptual Change for Learning Science Concepts. Learning and Instruction, 4, 27-43.Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (1991). Flow The Psychology of Optimal Experience (pp. 598-608).Evangelou, D., Dobbs-Oates, J., Bagiati, A., Liang, S., & Choi, J. Y. (2010). Talking about Artifacts: Preschool Children's Explorations with Sketches, Stories, and Tangible Objects. ECRP, 12. Retrieved from Early Childhood Research & Practice website: http://ecrp.uiuc.edu/v12n2/evangelou.htmlHattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.Jonassen, D. H., & Hung, W. (2006). Learning to Troubleshoot: A New Theory-Based Design Architecture. Educational Philosophy Review, 18(1), 77-114.Newman, M. (2003). A Pilot Systematic Review and Meta-Analysis on the Effectiveness of Problem Based Learning. London, UK: Middlesex University.Slavin, R. E. (1980). Cooperative Learning. Review of Educational Research, 50(2), 315-342.