Problem solving is one of the most essential aspects of human life. Every day, people engage in problem solving any time they attempt to resolve uncertain issues or questions. Of utmost importance, in order to resolve problems effectively, people must "build them" by interacting with situations. In other words, people must actively "frame" the components of situations "into" problems to solve. Although the process of framing problems is critical to real-world problem-solving, sparse attention has been devoted to understanding the ways that students and professionals use their context to frame problems. Similarly, little consideration has been given to developing approaches for supporting students in learning to frame problems effectively. As a result, additional research is needed to better understand situated problem framing and how to support students at becoming better problem framers. To that end, this dissertation is composed of three journal-style manuscripts. The first manuscript (chapter 3) focuses on the field of clinical pharmacy with the aim of exploring how a pharmacist made a series of decisions in an ambulatory clinic setting. The results suggest areas to focus instructional design efforts in pharmacy curriculums and help clarify future avenues for research on problem-framing. The second manuscript (chapter 2) proposes a framework (based on the initial study and a systematic literature review) for understanding the nature of how people construct problems by interacting with situations and offers implications for future research. The third manuscript (chapter 4) aims to understand how pharmacy students framed a simulated clinical problem, and identifies implications of the research for supporting the development of students' problem framing skills. The results reveal how the study participants framed the clinical problem by relying on four types of resources and seven types of cognitive actions. Additionally, the analysis reveals three distinct profiles of cognitive interactivity among the study participants. Finally, chapter 5 presents conclusions and discusses recommendations for future scholarship. The recommendations emphasize maintaining a unit of analysis that recognizes how problem framing is distributed across contextual resources. Potential areas of focus include understanding how to help students leverage distributed resources for solution generation within problem framing, how to support teams of students in learning to frame problems intersubjectively, and how students can work together to use shared value systems as resources that afford framing problems ethically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]