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Prompting students' knowledge integr...

Chen, Ching-Huei Karen.

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Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment./
作者:	Chen, Ching-Huei Karen.
面頁冊數:	140 p.
附註:	Adviser: Amy C. Bradshaw.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237524
ISBN:	9780542917462

Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment.
Chen, Ching-Huei Karen.

Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment. - 140 p.

Adviser: Amy C. Bradshaw.

Thesis (Ph.D.)--The University of Oklahoma, 2006.

The purpose of this study was to determine the effect of different types of question prompts on students' knowledge acquisition and ill-structured problem solving outcomes. Although there are consistent findings regarding the processes of knowledge integration in science, few studies have focused on supporting students' knowledge acquisition and problem solving in more ill-structured domains. Hence, this study explored the use of knowledge integration prompts and problem solving prompts to support students' knowledge acquisition and ill-structured problem solving, especially the processes of problem representation, developing and evaluating solutions, and monitoring and justifying a plan of action.

ISBN: 9780542917462Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment.
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245 1 0 $a Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment.
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520 $a The purpose of this study was to determine the effect of different types of question prompts on students' knowledge acquisition and ill-structured problem solving outcomes. Although there are consistent findings regarding the processes of knowledge integration in science, few studies have focused on supporting students' knowledge acquisition and problem solving in more ill-structured domains. Hence, this study explored the use of knowledge integration prompts and problem solving prompts to support students' knowledge acquisition and ill-structured problem solving, especially the processes of problem representation, developing and evaluating solutions, and monitoring and justifying a plan of action.
520 $a Students need to apply knowledge to important issues every day. Therefore, designing school curricula that foster integration of knowledge and everyday problem solving becomes critical. Students must develop integrated understandings of principles, prior experience, and applicable knowledge in order to be effective and efficient problem solvers.
520 $a In order to investigate how such integrated understandings can be promoted in a web-based learning environment, this research used a knowledge integration approach to teaching and learning that provided a framework for promoting the application of educational concepts to classroom problems. Educational measurement served as the educational context for the focal curriculum. The curriculum design incorporated knowledge integration prompts to help students integrate knowledge, and problem solving prompts to facilitate students' problem solving processes.
520 $a The research design and assessment protocols included two phases of the curriculum---knowledge acquisition phase and problem solving phase---and four treatments---knowledge integration condition, problem solving condition, combination of knowledge integration and problem solving condition, and control condition. The web-based environment was tested with undergraduate pre-service teachers. Pretest-posttest and ill-structured problem solving outcomes were compared between the treatments. Results indicated that knowledge integration prompts promoted better knowledge acquisition than did problem solving prompts. However, knowledge integration prompts alone were not completely sufficient for ill-structured problem solving. In fact, the combination of knowledge integration and problem solving prompts helped students not only integrate but also apply knowledge of principles and concepts to real-world problems. These results have implications for designing curricula in ill-defined domains and for instructional designers seeking to integrate and promote the application of educational principles to real-world problems.
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