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Article: Design of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domains
Title | Design of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domains |
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Authors | |
Keywords | Educational technology Knowledge construction Problem solving Problem-based learning |
Issue Date | 2013 |
Publisher | International Forum of Educational Technology & Society. The Journal's web site is located at http://www.ifets.info/ |
Citation | Educational Technology & Society, 2013, v. 16 n. 4, p. 71-84 How to Cite? |
Abstract | Problem solving has been increasingly used as an important approach to learning especially in ill-structured domains. It is assumed that knowledge can be better consolidated and extended through problem-solving experience. However, many learners do not have the ability to separate general knowledge from specific cases, which inhibits successful transfer of knowledge to new situations. This study addressed the challenge by proposing a dual-mapping learning approach that involves argument mapping and concept mapping to externalize and integrate problem-solving and knowledge-construction processes in problem-based learning. A preliminary study of the design and effects of the approach is reported. Findings show its effectiveness in improving both problem-solving and knowledge-construction performance. © International Forum of Educational Technology & Society (IFETS). |
Persistent Identifier | http://hdl.handle.net/10722/184764 |
ISSN | 2023 Impact Factor: 4.6 2023 SCImago Journal Rankings: 1.559 |
DC Field | Value | Language |
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dc.contributor.author | Wu, B | en_US |
dc.contributor.author | Wang, M | en_US |
dc.contributor.author | Spector, JM | en_US |
dc.contributor.author | Yang, SJH | en_US |
dc.date.accessioned | 2013-07-15T10:08:04Z | - |
dc.date.available | 2013-07-15T10:08:04Z | - |
dc.date.issued | 2013 | en_US |
dc.identifier.citation | Educational Technology & Society, 2013, v. 16 n. 4, p. 71-84 | en_US |
dc.identifier.issn | 1176-3647 | - |
dc.identifier.uri | http://hdl.handle.net/10722/184764 | - |
dc.description.abstract | Problem solving has been increasingly used as an important approach to learning especially in ill-structured domains. It is assumed that knowledge can be better consolidated and extended through problem-solving experience. However, many learners do not have the ability to separate general knowledge from specific cases, which inhibits successful transfer of knowledge to new situations. This study addressed the challenge by proposing a dual-mapping learning approach that involves argument mapping and concept mapping to externalize and integrate problem-solving and knowledge-construction processes in problem-based learning. A preliminary study of the design and effects of the approach is reported. Findings show its effectiveness in improving both problem-solving and knowledge-construction performance. © International Forum of Educational Technology & Society (IFETS). | - |
dc.language | eng | en_US |
dc.publisher | International Forum of Educational Technology & Society. The Journal's web site is located at http://www.ifets.info/ | - |
dc.relation.ispartof | Educational Technology & Society | en_US |
dc.subject | Educational technology | - |
dc.subject | Knowledge construction | - |
dc.subject | Problem solving | - |
dc.subject | Problem-based learning | - |
dc.title | Design of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domains | en_US |
dc.type | Article | en_US |
dc.identifier.email | Wang, M: magwang@hku.hk | en_US |
dc.identifier.authority | Wang, M=rp00967 | en_US |
dc.identifier.scopus | eid_2-s2.0-84890067980 | - |
dc.identifier.hkuros | 215641 | en_US |
dc.identifier.volume | 16 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 71 | - |
dc.identifier.epage | 84 | - |
dc.publisher.place | New Zealand | - |
dc.identifier.issnl | 1176-3647 | - |