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Article: Design of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domains

TitleDesign of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domains
Authors
KeywordsEducational technology
Knowledge construction
Problem solving
Problem-based learning
Issue Date2013
PublisherInternational 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?
AbstractProblem 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 Identifierhttp://hdl.handle.net/10722/184764
ISSN

 

DC FieldValueLanguage
dc.contributor.authorWu, Ben_US
dc.contributor.authorWang, Men_US
dc.contributor.authorSpector, JMen_US
dc.contributor.authorYang, SJHen_US
dc.date.accessioned2013-07-15T10:08:04Z-
dc.date.available2013-07-15T10:08:04Z-
dc.date.issued2013en_US
dc.identifier.citationEducational Technology & Society, 2013, v. 16 n. 4, p. 71-84en_US
dc.identifier.issn1176-3647-
dc.identifier.urihttp://hdl.handle.net/10722/184764-
dc.description.abstractProblem 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.languageengen_US
dc.publisherInternational Forum of Educational Technology & Society. The Journal's web site is located at http://www.ifets.info/-
dc.relation.ispartofEducational Technology & Societyen_US
dc.subjectEducational technology-
dc.subjectKnowledge construction-
dc.subjectProblem solving-
dc.subjectProblem-based learning-
dc.titleDesign of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domainsen_US
dc.typeArticleen_US
dc.identifier.emailWang, M: magwang@hku.hken_US
dc.identifier.authorityWang, M=rp00967en_US
dc.identifier.scopuseid_2-s2.0-84890067980-
dc.identifier.hkuros215641en_US
dc.identifier.volume16-
dc.identifier.issue4-
dc.identifier.spage71-
dc.identifier.epage84-
dc.publisher.placeNew Zealand-

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