Honestly, it begins in math education, and very early. Math is a field entirely founded around and dedicated to solving problems. Yet, its foundation concepts are often taught as formulas and rules. It's the perfect place to start introducing problems and allowing / leading students to work through them. I'll copy-paste another comment I made a while ago:
"This is the consequence of not teaching domains of problem-solving through actual problem-solving. You see the same thing in math. I had an excellent practitioner of this method for AP calculus. I learned limits by attempting to find the area under a curve using ever-shrinking rectangles, until we got to pushing them to zero width. And now, 15 years later, I still remember the concept. I don't necessarily remember how to do any particular problem involving limits, but I know what limits are and when they apply to a problem."
"This is the consequence of not teaching domains of problem-solving through actual problem-solving. You see the same thing in math. I had an excellent practitioner of this method for AP calculus. I learned limits by attempting to find the area under a curve using ever-shrinking rectangles, until we got to pushing them to zero width. And now, 15 years later, I still remember the concept. I don't necessarily remember how to do any particular problem involving limits, but I know what limits are and when they apply to a problem."
https://news.ycombinator.com/item?id=11966570#11970303