As a science educator I can well understand the distinction the authors were trying to make between the sorts of well-defined problems dealt with by those in the 'hard' sciences and those who are trying to develop solutions to societal conditions. In science the ultimate goal is to arrive at a conclusion which can be tested and evaluated under very strict conditions by other individuals; it is a given that in doing a science experiment - or for that matter working in fields like structural engineering where one is dealing with the laws of physics rather than the social realm - there are very clear parameters in which one works, and feedback loops can be largely eliminated. In contrast, in issues of a social nature there are a nearly limitless number of variables, each interconnected, that in trying to adjust or change any, one inevitably produces changes - sometimes foreseen, but often not - in another.
Education is, indeed, filled with wicked problems.
Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155-169