检索结果-内蒙古大学图书馆

Constructivist gamification environment model designing framework to improve ill-structured problem solving in learning sciences

引用

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2023年第6期71卷 2413-2429页

作者： Machmud, Muhammad Takwin Wattanachai, Suchat Samat, Charuni Univ Negeri Medan Fac Educ Dept Community Educ Medan 20221 Indonesia Khon Kaen Univ Fac Educ Dept Educ Technol Khon Kaen 40002 Thailand

This study is focusing on synthesizing the theoretical and designing framework of constructivist gamification environment models to enhance ill-structured problem solving in learning science. The research model used is based on model development (phase 1) proposed by Richey & Klein. This research consists of two phases as follow: (1) to analyze and synthesize the theoretical framework;(2) to synthesize the designing framework of the constructivist gamification environment model to enhance ill-structured problem solving. The findings of the theoretical analysis shows that the theoretical framework is built upon four main pillars: psychological, pedagogical, technological, and problem-solving bases. Synthesizing the design framework of a development model is based on the findings of theoretical analysis. Five cognitive aspects make up the designing framework: (1) the stimulation of cognitive structure and encouragement of problem solving;(2) the support for cognitive equilibrium;(3) the support for enlarging cognitive structure;(4) the enhancement of ill-structured problem solving;and (5) the support for knowledge construction. The constructivist gamification environment model consists of seven components, namely: (1) the problem base;(2) the learning resource;(3) the cognitive tools;(4) the collaboration;(5) the problem solution;(6) the scaffolding;and (7) the coaching.

关键词： Constructivist learning environment Gamification ill-structured problem solving Constructivist learning model

来源：评论

学校读者我要写书评

暂无评论

Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level

引用

COMPUTERS & EDUCATION 2019年第Sep.期138卷 116-129页

作者： Kim, Joo Yeun Lim, Kyu Yon Kyung Hee Univ Ctr Teaching & Learning 26 Kyungheedae Ro Seoul 02447 South Korea Ewha Womans Univ Dept Educ Technol Ewhayeodae Gil 52 Seoul 03760 South Korea

This study aims to identify the effects of scaffolding type (supportive or reflective) and metacognition level (low or high) on presence, problem-solving performance, and achievement in online ill-structured problem solving. One hundred forty-eight students who enrolled in a college-level course on instructional design participated in this study in South Korea. The course was delivered as eight sessions led by the same instructor using the same content, and four of them were provided with supportive scaffolding, while the other four with reflective scaffolding. All of them were given an ill-structured problem of designing a lesson plan for a three-week project in a web-based learning environment without any face-to-face classes or meetings, and were asked to go through five stages of problem-solving. Metacognition and presence were measured using survey instruments, while problem-solving performance and achievement were measured using a rubric and quiz items, respectively. Data were analyzed using two-way MANOVA and ANCOVA, using pretest scores as a covariate. The results indicated that the reflective scaffolding group scored higher on cognitive and social presence, and also on problem representation, monitoring and evaluation in problem-solving performance than the supportive scaffolding group. The reflective scaffolding group also showed higher achievement than did the supportive scaffolding group. There was a significant interaction effect between scaffolding types and metacognition level on teaching presence and achievement. The results provide implications on the design of scaffolding for online ill-structured problem solving activities in association with learner characteristics.

关键词： Scaffolding Metacognition Presence problem-solving performance ill-structured problem solving

来源：评论

学校读者我要写书评

暂无评论

The effect of sustained vs. faded scaffolding on students' argumentation in ill-structured problem solving

引用

COMPUTERS IN HUMAN BEHAVIOR 2018年 87卷 436-449页

作者： Tawfik, Andrew A. Law, Victor Ge, Xun Xing, Wanli Kim, Kyung Univ Memphis Instruct Design & Technol Memphis TN 38152 USA Univ New Mexico Org Informat & Learning Sci Albuquerque NM 87131 USA Univ Oklahoma Dept Educ Psychol Instruct Psychol & Technol Norman OK 73019 USA Texas Tech Univ Instruct Technol Lubbock TX 79409 USA Northern Illinois Univ Educ Technol Res & Assessment De Kalb IL 60115 USA

Research suggests that scaffolding is an important element when gaining problem-solving skills. However, very little research has investigated the role of fading and explored its implications in the context of deep learning. To address this gap, we investigated the effects of fading question prompts on argumentation as learners were given two fading schedules, (1) sustained scaffold schedule, and (2) faded scaffold schedule. We employed three different measurements of argumentation quality to triangulate the results. When using the rubric assessment method, we found no significant differences between the two conditions in argumentation quality. However, when using learning analytics to examine the conceptual linkages of students' knowledge structure, we found that students in the sustained scaffolding condition performed significantly better than the students in the faded condition. The results indicated that (a) scaffolds should not be faded before students have acquired the necessary problem-solving processes and (b) that novices might need a fuller set of scaffolds for a longer period to support their problem-solving performance. Implications for theory and methods are discussed. (C) 2018 Elsevier Ltd. All rights reserved.

关键词： Scaffold Fading problem-based learning ill-structured problem solving Argumentation Learning analytics

来源：评论

学校读者我要写书评

暂无评论

The Role of Content Knowledge in ill-structured problem solving for High School Physics Students

引用

RESEARCH IN SCIENCE EDUCATION 2018年第1期48卷 165-179页

作者： Milbourne, Jeff Wiebe, Eric North Carolina State Univ Coll Educ Box 7801 326 Poe Hall Raleigh NC 27695 USA

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

关键词： Physics Science education problem-solving ill-structured problem solving

来源：评论

学校读者我要写书评

暂无评论

Exploring the relationship between students' information problem solving patterns and epistemic beliefs: a mixed methods sequential analysis study

引用

JOURNAL OF COMPUTING IN HIGHER EDUCATION 2025年第1期37卷 346-368页

作者： Huang, Kun Law, Victor Ge, Xun Chen, Yan Hu, Ling Univ Kentucky Dept Curriculum & Instruction Lexington KY 40506 USA Univ New Mexico Org Informat & Learning Sci Program Albuquerque NM 87106 USA Univ North Texas Dept Learning Technol Denton TX USA Univ Nevada Dept Teaching & Learning Las Vegas NV USA Beihua Univ Coll Foreign Language Educ Changchun Jilin Peoples R China

Information problem solving (IPS) is an important twenty-first century skill, but it is lacking at all age levels. One type of information problem, those of an ill-structured nature that require multiple iterations of (re)defining problems and formulating emerging solutions, can be particularly challenging but have received less attention in the IPS literature. Further, the process of solving such problems often reveals, while simultaneously being impacted by, problem solvers' epistemic beliefs. Using a self-regulated problem-solving model as an analytic framework and taking advantage of multiple data sources, this study examined college students' self-regulatory patterns in performing an ill-structured IPS task, and compared the patterns displayed by two groups of students with more and less adaptive epistemic beliefs. Sequential analysis of behavioral data revealed different patterns between the two groups. Think-aloud data, interviews, and students' IPS products showed three key differences between the two groups: difference in the roles of IPS task instructions, difference in the numbers and triggers of queries, and qualitative difference in iterations between page viewing and writing. The findings yielded important insights into the self-regulatory processes of IPS and the role of epistemic beliefs at different problem-solving stages. Implications are drawn for educators and learning designers for developing IPS in higher education.

关键词： Information problem solving Information literacy Epistemic beliefs ill-structured problem solving Self-regulated learning

来源：评论

学校读者我要写书评

暂无评论

Different approaches to collaborative problem solving between successful versus less successful problem solvers: Tracking changes of knowledge structure

引用

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION 2023年第4期55卷 628-645页

作者： Kim, Kyung Tawfik, Andrew A. Korea Inst Energy Technol Energy Technol Naju South Korea Univ Memphis Instruct Design & Technol Memphis TN 38152 USA

STEM problem solving necessitates a substantial amount of specialized domain knowledge. An important element of problem-solving within the domain includes how knowledge is structured and organized in memory to facilitate efficient retrieval of relevant information and future problem solving. In previous studies, however, problem solving and knowledge structure have been studied in relative isolation, resulting in viewing them as a separate two-way process. To address this gap, this study aimed to track how individuals developed their knowledge structures before, during, and after collaborative problem solving in the contexts of STEM (physics, astronomy, and biology), with particular attention to understanding the different mechanism between success versus less successful problem-solvers. For that, we employed a relatively new and promising network approach to representing learners' knowledge structures as network graphs for analysis and comparison. Results visually demonstrated that successful problem-solvers tend to share a solution-focused knowledge and establish their group knowledge-oriented knowledge structure, whereas the less successful problem-solvers tend to share problem-focused knowledge and then establish their prior knowledge-oriented knowledge structure. Implications and discussion for the findings are provided.

关键词： ill-structured problem solving collaboration knowledge structure success and less success problem solver

来源：评论

学校读者我要写书评

暂无评论

Effects of model-centered instruction on effectiveness, efficiency, and engagement with ill-structured problem solving

引用

INSTRUCTIONAL SCIENCE 2012年第3期40卷 537-557页

作者： Lee, Jeongmin Spector, J. Michael Ewha Womans Univ Seoul South Korea Univ Georgia Athens Clarke Cty GA 30602 USA

The goals of this study were to investigate the timing and the mechanism by which two types of model-centered instruction (MCI)-expert modeling (EM) and self-guided modeling (SGM)-might be made increasingly effective, efficient, and engaging for learners with different levels of expertise. The 62 pre-service and in-service evaluators who participated in the study were randomly assigned to one of these two types of MCI. The participants in the EM group were provided with the conceptual models used by experts to solve ethical conflicts within program evaluation. The participants in SGM group received no guidance in developing their own mental models. Regarding instructional effectiveness measures, there were no significant differences between the two types of MCI. However, inexperienced learners in the EM group invested less instructional effort and time than did those in the SGM group. In addition, inexperienced learners in the EM group also exhibited more engagement than did those in the SGM group. Therefore, EM is likely to be the more appropriate instructional design for inexperienced learners. Expert modeling required experienced learners to invest more mental effort, because if the conceptual model of the expert was redundant, it required them to integrate the previous schema with resulting overload of their working memory. Regardless of the types of MCI employed, the inexperienced participants showed significantly higher levels of attention and satisfaction than did the experienced participants.

关键词： ill-structured problem solving Model-centered instruction Expert modeling Self-guided modeling Expertise reversal effect

来源：评论

学校读者我要写书评

暂无评论

Overcoming the PBL Assessment Challenge: Design and Development of the Incremental Thesaurus for Assessing Causal Maps (ITACM)

引用

TECHNOLOGY KNOWLEDGE AND LEARNING 2019年第2期24卷 161-168页

作者： Giabbanelli, Philippe J. Tawfik, Andrew A. Northern Illinois Univ Dept Comp Sci 100 Normal Rd De Kalb IL 60115 USA Univ Memphis Dept Instruct Design & Technol 3798 Walker AveBall HallOff 421D Memphis TN 38111 USA

Because of the lack of tools available to assess problem-solving skills, teachers often revert to more traditional instructional approaches (e.g. lecture-based, memorization) that fail to prepare learners for the complexity of dynamic work environments. To overcome this challenge, technology solutions are needed that accurately and efficiently assess complex problem-solving skills such as causal reasoning. Moreover, these tools must be valid and reliable so instructors can accurately assess student learning. This emergent report details the design and development of Incremental Thesaurus for Assessing Causal Maps. As will be described, the software offers three unique features: (a) analysis of causal map with little or no manipulation of the original file;(b) a growing repository of terms that supports efficient assessment and (c) ability to codify the level of concept complexity using the structure-behavior-function framework.

关键词： problem-based learning Assessment Causal reasoning ill-structured problem solving

来源：评论

学校读者我要写书评

暂无评论

Relationship between student designers' reflective thinking and their design performance in bioengineering project: exploring reflection patterns between high and low performers

引用

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2019年第2期67卷 337-360页

作者： Hong, Yi-Chun Choi, Ikseon Arizona State Univ Mary Lou Fulton Teachers Coll Div Educ Leadership & Innovat MC3151POB 37100 Phoenix AZ 85069 USA Univ Georgia Learning Design & Technol Program Athens GA 30602 USA

The purpose of this study is to investigate the relationship between students' patterns of reflective thinking and their performance in solving design problems. Reflective thinking is a critical element in the process of solving ill-defined design problems. Many educators are dedicated to finding ways to promote students' reflection. Yet few empirical studies attempt to explore the relationship between reflective thinking and design performance. 44 students enrolled in a Biomedical Microelectromechanical Systems and Medical Devices course participated in this study. Through a self-assessed questionnaire, students' reflection patterns were collected in three areas: timing of reflection, objects of reflection, and levels of reflection. Also, students' performance scores on their team project in biomedical device design were collected. The results revealed a general pattern of student designers' reflection behaviors and a number of significant different reflection patterns between high-performing and low-performing students as they approached a design problem-solving task. Implications for supporting students' reflective thinking and enhancing their problem-solving abilities in design tasks were discussed.

关键词： Reflective thinking Design thinking ill-structured problem solving Instructional design Engineering education

来源：评论

学校读者我要写书评

暂无评论

Supporting Fab Lab facilitators to develop pedagogical practices to improve learning in digital fabrication activities 19

Supporting Fab Lab facilitators to develop pedagogical pract...

引用

4th European FabLearn Conference (FabLearn Europe) / Conference on Creativity and Making in Education

作者： Pitkanen, Kati Iwata, Megumi Laru, Jari Univ Oulu Fac Educ Oulu Finland

ISBN: (纸本)9781450362665

Planning and facilitating digital fabrication activities, where students engage in creating tangible artefacts with digital technology, requires knowledge on both technology and pedagogy. Currently, most of the studies see facilitators of digital fabrication activities as technology experts and there are only few studies regarding them as educators. There is not much discussion from the learning sciences point of view, considering what are the requirements to enhance learning in the activities. To fill these research gaps, this paper aims to provide theoretically grounded practical suggestions of how the facilitators may contribute to improve students' learning in digital fabrication activities based on learning science propostions. The aim of this study was to explore, how Fab Lab facilitators and school teachers can design digital fabrication activities to support students' learning. We explored the current practices in Fab Lab Oulu from the two perspectives: considering novice students' learning and scaffolding ill-structured problem-solving. We suggest that the facilitators may improve students' learning by taking into account their background and current learning processes, applying instructional scaffolding, and supporting teachers involvement to take active role in the activities.

关键词： Digital Fabrication Fab Lab Facilitators Teachers Activity Design Scaffolding ill-structured problem solving

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：