The effect of web-based question prompts on scaffolding knowledge integration and iii-structured problem solving

Ching Huei Chen, Amy C. Bradshaw

研究成果: Article同行評審

39 引文 斯高帕斯(Scopus)

摘要

This study examined the effects of question prompts, knowledge integration prompts, and problem solving prompts, embedded in a "Web-based learning environment in scaffolding preservice teachers' conceptual understanding and problem solving in an ill-structured domain. A mixed-method study was employed to investigate the outcomes of students' conceptual knowledge and ill-structured problem solving. The quantitative results indicated that students who received knowledge integration prompts had significantly higher scores in overall problem solving performance, but the same was not true for prompts focused on conceptual knowledge. Further, the qualitative findings revealed the positive effects of knowledge integration prompts in facilitating students to make intentional efforts to identify and explain major concepts and their relationships that are necessary for solving the illstructured problem. This study has implications for designing curricula in ill-defined domains that seek to integrate and promote the application of educational principles to real-world problems.

原文English
頁(從 - 到)359-375
頁數17
期刊Journal of Research on Technology in Education
39
發行號4
DOIs
出版狀態Published - 2007 一月 1

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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