Connecting problem-solving and knowledge-construction processes in a visualization-based learning environment

2013 ◽  
Vol 68 ◽  
pp. 293-306 ◽  
Author(s):  
Minhong Wang ◽  
Bian Wu ◽  
Kinshuk ◽  
Nian-Shing Chen ◽  
J. Michael Spector
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Knowledge Construction

scholarly journals Integrating problem solving and knowledge construction through dual mapping

2012 ◽  
pp. 248-257
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Learning Environment ◽  
Knowledge Base ◽  
Study Design ◽  
Cognitive Processes ◽  
Knowledge Construction ◽  
General Study ◽  
Important Approach ◽  
Dual Mapping

Learning through problem solving has been regarded as an important approach to constructivist learning. However, how practice and knowledge reciprocate each other has not been sufficiently examined and remains implicit. Although problem-based learning is increasingly used in medical education and other domains, there is a concern about its weakness in general study design in relation to its impact on learners’ knowledge base. Considering the complex cognitive processes involved in learning through problem solving, this study proposes a dual mapping learning environment, serving as a visual affordance for improving problem solving and underlying knowledge construction processes as well as the transformation between the two.

scholarly journals Supporting awareness of content-related controversies in a wiki-based learning environment

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Knowledge Construction ◽  
Learning Processes ◽  
User Generated Content ◽  
External Representations ◽  
Study Results ◽  
Discussion Threads ◽  
Contradictory Evidence ◽  
Awareness Support

User generated content in wikis is mainly distributed on the article view and its corresponding talk page. Potentials of analyzing and supporting discussants' knowledge construction processes on the level of talk pages have still been rarely researched. The presented experimental study addresses this issue by providing external representations of content-related controversies which were led by contradictory evidence between discussants to foster awareness on socio-cognitive conflicts which can be beneficial for learning. Its aim is to investigate how increased salience of controversies can guide participants' (N = 81) navigation and learning processes. Three conditions differing in their degree of awareness support were implemented in this study. Results indicate that the implementation of awareness representations helped students to focus on meaningful discussion threads. Findings suggest that wiki talk page users can benefit from additional structuring aids.

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