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1.
The purpose of this research is to investigate the relative effectiveness of using three different question-prompt strategies on promoting metacognitive skills and performance in ill-structured problem solving by examining the interplay between peer interaction and cognitive scaffolding. An ill-structured problem-solving task was given to three groups. One group (Type QP) received instructor-generated question prompts that guided the problem-solving process; the second group (Type PQ) developed their own peer-generated questions; another group (Type PQ-R) developed their own question prompts first and revised them later with an instructor-generated question list. In this study, students in the QP group outperformed those in any other groups. The results revealed that providing instructor-generated question prompts was more effective than letting students develop their own questions, with or without revision, in ill-structured problem solving. Analysis of each of the four problem-solving stages revealed that the provided question prompts were more helpful in the stages of justification, and monitoring and evaluating than student-generated prompts. The difference between PQ and PQ-R groups is not statistically significant either overall or in any of the problem-solving stages. 相似文献
2.
《Learning and Instruction》2002,12(2):233-262
The performance of a group of grade 9 mathematics students trained to use a self-explanation procedure during study of a new theorem in geometry was compared with that of students who used their usual study procedures. The processing activities used by the students during the study session and those used in a subsequent problem-solving test were observed. The focus of analysis on both occasions was on the knowledge access, knowledge generation, management and elaboration activities used by students. The self-explanation group showed more frequent use of each type of activity and also obtained higher scores on the problem-solving test. The difference in post-test performance of the groups was greatest on a set of far-transfer items. These items required the students to extend their use of the newly learned theorem to problem types that were substantially different from those presented in the original study material. Of particular note was the carryover effect of self-explanation training to students' processing in the subsequent problem-solving session. The relationships among the processing activities, students' beliefs, prior knowledge and post-test performance were examined using a partial least-squares path analysis procedure. Use of the self-explanation method had an indirect effect on performance, this effect being mediated by associated knowledge access and knowledge generation activity. There was no direct effect of method on performance. The strongest predictor of performance was the level of knowledge generation activity during which students showed evidence of making novel connections, either within the newly presented study material or between parts of that material and their existing geometry knowledge. In the final path model derived from the analysis of student performance, the students' prior knowledge measure had both a weak direct on their problem-solving performance and an effect on that performance that was mediated by relationships with the knowledge access and knowledge generation variables in the model. 相似文献
3.
Julie E. Yonker 《Assessment & Evaluation in Higher Education》2011,36(6):673-686
With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher‐generated multiple‐choice question (MCQ) exams in their courses. Multiple‐choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined the influence student study approaches have on performance of shallow compared to deep, cognitive process outcomes measured by scores on factual versus application MCQ test bank questions respectively. Fifty‐six introduction to psychology students, aged 18–52 years, completed a modified version of the Revised Two‐Factor Study Process Questionnaire (R‐SPQ‐2F) to access deep or surface study approaches. Mid‐term and final exam MCQ were equally divided between factual and application questions from the textbook publisher test bank. Overall, students performed significantly better on factual MCQ, with older students achieving higher factual and applied scores. Results suggest younger students tend to use a surface approach to study, with reproduction of what was taught to meet minimum requirements. With age statistically controlled, analyses demonstrated that the surface learning approach negatively impacts MCQ performance on questions categorised as factual and applied more than a deep learning approach benefits MCQ performance. 相似文献
4.
David Gijbels Gerard Van de Watering Filip Dochy Piet Van den Bossche 《European Journal of Psychology of Education - EJPE》2005,20(4):327-341
The purpose of the present study is to gain more insight into the relationship between students’ approaches to learning and
students’ quantitative learning outcomes, as a function of the different components of problem-solving that are measured within
the assessment. Data were obtained from two sources: the revised two factor study process questionnaire (R-SPQ-2F) and students’
scores in their final multiple-choice exam. Using a model of cognitive components of problem-solving translated into specifications
for assessment, the multiple-choice questions were divided into three categories. Three aspects of the knowledge structure
that can be targeted by assessment of problem-solving were used as the distinguishing categories. These were: understanding
of concepts; understanding of the principles that link concepts; and linking of concepts and principles to application conditions
and procedures. The 133 second year law school students in our sample had slightly higher scores for the deep approach than
for the surface approach to learning. Plotting students’ approaches to learning indicated that many students had low scores
for both deep and surface approaches to learning. Correlational analysis showed no relationship between students’ approaches
to learning and the components of problem-solving being measured within the multiple choice assessment. Several explanations
are discussed. 相似文献
5.
Generic problem-solving skills have been identified as one of the key competencies valued by professional programmes, university students and their future employers. A lack of widely available and simple testing tools prevents assessment of the development of student problem-solving skills. As part of a research study, a generic problem-solving test was administered to 130 third-year science students during three consecutive years. A comparison between the scores students achieved in this test with their six academic marks obtained in this course showed no significant correlation. Lack of correlation between the problem-solving skill test scores and academic marks of students was confirmed in a larger population of students participating in a campus-wide study of generic problem-solving skills (n = 830). Problem solving and academic performance may represent two independent skill sets of students; testing problem-solving skills of students could be introduced to achieve a more comprehensive evaluation of undergraduate student progress and achievement. 相似文献
6.
Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N?=?12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.
相似文献7.
《The Journal of educational research》2012,105(7):269-272
AbstractThe purpose of this study was to ascertain the effects of Treatment TP (Prerequisite Principles) and Treatment TC (Conceptualization) on cognitive achievement of high school students varying in problem-solving ability. Treatment TP was designed according to Gagne’s hierarchy of learning, whereas Treatment TC was modified to include examples, analogies, mediators, cues, etc., to facilitate conceptualization. A sample of 80 high school students out of a group of 123. 33% with top problem-solving ability (PSA) scores and 33% with low PSA scores, was selected and randomly assigned to the two treatment groups. The scores on a final test of cognitive achievement served as the criterion measure (CM) of students’ achievement. A two-way ANOVA was used for analysis of the data.Results indicated that students with high problem-solving ability (HPSA) scored significantly higher on CM than did students with low problem-solving ability (LPSA). No significant difference was found in the two treatments. However, pair-wise comparison indicated that HPSA and LPSA students in TC and HPSA students in TP scored significantly higher on CM than LPSA in TP. Results imply that more examples, analogies, cues, mediators, etc., to facilitate conceptualization should be designed for students with LPSA. And PSA tests should be employed for selecting students to reach higher cognitive achievement. 相似文献
8.
The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students’ learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students. 相似文献
9.
Frank Pajares 《Contemporary educational psychology》1996,21(4):325-344
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. 相似文献
10.
Steven F. Raaijmakers Martine Baars Lydia Schaap Fred Paas Jeroen van Merriënboer Tamara van Gog 《Instructional Science》2018,46(2):273-290
Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents’ problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific task-selection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heuristic training was not more effective for transfer than algorithmic training. These findings show that example-based self-assessment and task-selection training can be an effective and relatively easy to implement method for improving students’ self-regulated learning outcomes. Importantly, our data suggest that the effect on task-selection skills may transfer beyond the trained tasks, although future research should establish whether this also applies when trained students perform novel tasks themselves. 相似文献
11.
Hsin-Yih Cindy Shyu 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(1):57-69
The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology. 相似文献
12.
Andrew Valentine Iouri Belski Margaret Hamilton 《European Journal of Engineering Education》2017,42(6):1309-1329
Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students’ options for enhancing problem-solving skills. 相似文献
13.
Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning. 相似文献
14.
Sarah J. Grigg 《European Journal of Engineering Education》2014,39(6):617-635
This study describes the development and structure of a coding scheme for analysing solutions to well-structured problems in terms of cognitive processes and problem-solving deficiencies for first-year engineering students. A task analysis approach was used to assess students’ problem solutions using the hierarchical structure from a theoretical framework from mathematics research. The coding scheme comprises 54 codes within the categories of knowledge access, knowledge generation, self-management, conceptual errors, mechanical errors, management errors, approach strategies and solution accuracy, and was demonstrated to be both dependable and credible for analysing problems typical of topics in first-year engineering courses. The problem-solving processes were evaluated in terms of time, process elements, errors committed and self-corrected errors. Therefore, problem-solving performance can be analysed in terms of both accuracy and efficiency of processing, pinpointing areas meriting further study from a cognitive perspective, and for documenting processes for research purposes. 相似文献
15.
解决复杂情境中的问题是21世纪人才应具备的重要能力。翻转课堂作为一种聚焦问题解决的学习模式离不开有效的问题支架,但应用何种类型的问题支架以及如何应用问题支架仍有待进一步研究。在此背景下,通过文献述评、课堂观察、案例分析,借鉴问题支架认知分类观以及问题解决过程四阶段观点,构建了面向翻转课堂的课前“过程提示—细化提示—反思提示”问题支架、课中“问题表征—方案制订—方案分析—监控评价”问题支架以及课后混合的问题支架应用框架,并在小学三年级的信息技术课堂中开展准实验研究,分别从学习成绩、问题解决能力、学习态度三个方面进行了效果检验。结果显示:相对于控制组,实验组学生在学习成绩和问题解决能力表现方面较为优异,并且差异显著,实验组学生对使用问题支架持有积极的态度。 相似文献
16.
The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex mathematics problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to mathematics problem solving, and were given a complex mathematics problem to solve over a period of several days. At specific time intervals during problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of self-regulated learning during problem solving. Finally, shallow and deep processing cognitive and metacognitive strategies positively predicted problem-solving performance. Theoretical and educational implications are discussed. 相似文献
17.
Mingming Zhou 《Educational technology research and development : ETR & D》2013,61(3):505-520
The ability to search, process, extract, evaluate and integrate information for learning purposes has clearly become the basic skills of the twenty first century. Although this process is often taken as a cognitive process, research has shown a strong connection between emotion and cognition. Recent research has suggested that positive emotions can influence the way cognitive material is organized and processed. This study examined the relationship between students’ emotional states prior to task engagement to their problem-solving patterns. Results revealed that students with positive emotions, compared to the negative and mixed emotion groups, were characterized as regulatory problem-solvers who were more engaged in self-regulatory activities. Students with negative emotions were characterized by less variety of search activities as well as little or no regulatory activities. 相似文献
18.
Students’ assessment preferences, perceptions of assessment and their relationships to study results
Gerard van de Watering David Gijbels Filip Dochy Janine van der Rijt 《Higher Education》2008,56(6):645-658
The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into
the effects of these on their performances when different assessment formats are used, and into the different cognitive process
levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting
of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts
and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API)
which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in
a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible,
assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences
and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment
scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed
that matched those measured by the assessments. Several explanations are discussed. 相似文献
19.
Previous research and development with cognitive tools has been limited by an inadequate conceptualization of the complexity
underlying their nature and affordances for supporting learning and performance. This paper provides a new perspective on
cognitive tools through the lens of the theories of distributed cognition and expertise. The learner, tool, and activity form
a joint learning system, and the expertise in the world should be reflected not only in the tool but also in the learning
activity within which learners make use of the tool. This enhanced perspective is used to clarify the nature of cognitive
tools and distinguish them from other types of computer tools used in learning contexts. We have classified cognitive tools
considering how expertise is classified: domain-independent (general) cognitive tools, domain-generic cognitive tools, and
domain-specific cognitive tools. The implications are presented in reference to research, development, and practice of cognitive
tools. The capabilities of cognitive tools should be differentiated from those of the human, but regarded as part of the system
of expertise. Cognitive tools should be accompanied by appropriate learning activities, and relevant learner performance should
then be assessed in the context of tool use. 相似文献
20.
Given the paucity of data supporting college students' epistemological style as an educationally relevant construct, we examined the degree to which individual differences in this style were predictive of various cognitive processing activities adopted to several problem-solving tasks. Twenty-two college subjects from each of three different epistemological groups—dualistic, multiplistic, and relativistic—were randomly selected to complete both a syllogism and Ink Blot problem-solving task. The results showed that the three epistemological groups reliably differed in how they mentally organized the ink blot stimuli, but not the syllogism problems. The findings are discussed as supporting the notion that the epistemology construct is an educationally salient source of individual differences, especially when performance tasks are ambiguous and ill-defined. 相似文献