Problem solving: Difference between revisions
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seldom required informal educational settings, | seldom required informal educational settings, | ||
in part, because our understanding of its | in part, because our understanding of its | ||
processes is limited.}} (Jonassen, 2000)<ref>Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents </ref>. | processes is limited.}} (Jonassen, 2000)<ref name="jonassen2000">Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents </ref>. | ||
Jonassen also states that problem solving is not {{quotation|sufficiently acknowledged or articulated in the instructional design literature}} (p.63). But he also mentioned that problem-solving is at the center of practice in contemporary learning theory: {{quotation|Contemporary conceptions of student-centered learning | Jonassen also states that problem solving is not {{quotation|sufficiently acknowledged or articulated in the instructional design literature}} (p.63). But he also mentioned that problem-solving is at the center of practice in contemporary learning theory: {{quotation|Contemporary conceptions of student-centered learning | ||
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explicate the nature of the problems to be solved}} | explicate the nature of the problems to be solved}} | ||
(Jonassen, 2000a). | (Jonassen, 2000a). | ||
== Jonassen problem types == | |||
In his 2000 article <ref name="jonassen2000"/> on ''Toward a Design Theory of Problem Solving'', Jonassen identifies a number of problem-solving types, that he later summarized in four types as presented in the [[Taxonomy of meaningful learning]] article. Problems are not the same and each type requires different educational designs. | |||
== Bibliography == | == Bibliography == | ||
Revision as of 16:45, 16 April 2019
Introduction
“Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required informal educational settings, in part, because our understanding of its processes is limited.” (Jonassen, 2000)[1].
Jonassen also states that problem solving is not “sufficiently acknowledged or articulated in the instructional design literature” (p.63). But he also mentioned that problem-solving is at the center of practice in contemporary learning theory: “Contemporary conceptions of student-centered learning environments, such as open-ended learning environments (Hannafin, Hall, Land, & Hill, 1994; Land & Hannafin, 1996) [2], goal-based scenarios (Schank, Fano, Bell, & Jona, 1993/1994) [3], and even problem-based learning (Barrows, 1985; Barrows & Tamblyn, 1980) [4] focus on problem-solving outcomes. They recommend instructional strategies, such as authentic cases, simulations, modeling, coaching, and scaffolding, to support their implicit problem-solving outcomes, but they inadequately analyze or explicate the nature of the problems to be solved” (Jonassen, 2000a).
Jonassen problem types
In his 2000 article [1] on Toward a Design Theory of Problem Solving, Jonassen identifies a number of problem-solving types, that he later summarized in four types as presented in the Taxonomy of meaningful learning article. Problems are not the same and each type requires different educational designs.
Bibliography
- ↑ 1.0 1.1 Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents
- ↑ Hannafin, MJ., Hall, C., Land, S., & Hill, J. (1994). Learning in open-ended learning environments: Assumptions, methods, and implications. Educational Technology, 34(8), 48-55.
- ↑ Schank, R.C., Fano, A., Bell, B., & Jona, M. (1993/1994). The design of goal-based scenarios. The Journal of the Learning Sciences, 3(4), 305-345.
- ↑ Barrows, H.S. (1985). How to design a problem-based curriculum for the pre-clinical years. New York: Springer.