30 Result(s)
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Article
David H. Jonassen
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Article
Designing for decision making
Decision making is the most common kind of problem solving. It is also an important component skill in other more ill-structured and complex kinds of problem solving, including policy problems and design probl...
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Learning by self-explaining causal diagrams in high-school biology
Understanding scientific phenomena requires comprehension and application of the underlying causal relationships that describe those phenomena (Carey 2002). The current study examined the roles of self-explanatio...
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Ask Systems: interrogative access to multiple ways of thinking
The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as “Ask Systems.” Ask Systems are interrogative interfaces to information an...
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Arguing to learn and learning to argue: design justifications and guidelines
Meaningful learning requires deep engagement with ideas. Deep engagement is supported by the critical thinking skill of argumentation. Learning to argue represents an important way of thinking that facilitates...
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Designing effective supports for causal reasoning
Causal reasoning represents one of the most basic and important cognitive processes that underpin all higher-order activities, such as conceptual understanding and problem solving. Hume called causality the “c...
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On the Role of Concepts in Learning and Instructional Design
The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects int...
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Learning to Troubleshoot: A New Theory-Based Design Architecture
Troubleshooting is a common form of problem solving. Technicians (e.g., automotive mechanics, electricians) and professionals (physician, therapists, ombudspersons) diagnose faulty systems and take direct, cor...
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A Constructivist's Perspective on Functional Contextualism
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Read the bottom line
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Designing Research-Based Instruction for Story Problems
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The effects of argumentation scaffolds on argumentation and problem solving
An important skill in solving problems, especially ill-structured problems, is the production of coherent arguments to justify solutions and actions. Because direct instruction in argumentation has produced in...
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Case-based reasoning and instructional design: Using stories to support problem solving
With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for task analysis and models for designing instruction are needed. An important methodolo...
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Communication patterns in computer mediated versus face-to-face group problem solving
Research has shown that when group problem solving is computer mediated, communications become more task oriented with clearer role expectations, while face-to-face communications are more cohesive and persona...
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Toward a design theory of problem solving
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 p...
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Activity theory as a framework for designing constructivist learning environments
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning e...
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Computers as mindtools for engaging learners in critical thinking
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Instructional design models for well-structured and III-structured problem-solving learning outcomes
Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging...
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Enhancing relevance: Embedded ARCS strategies vs. Purpose
The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether t...
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Scaffolding diagnostic reasoning in case-based-learning environments
MEDICAL DIAGNOSIS is a critical skill that is usually developed with experience in interacting with, diagnosing, and managing patients. Computer-delivered, case-based-learning environments can be developed to ...
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Computers as cognitive tools: Learningwith technology, notfrom technology
COGNITIVE TOOLS are computer-based applications that are normally used as productivity software. However, these applications may also function as knowledge representation formalisms that require learners to th...
