Dual Mapping for Support of Problem Solving and Knowledge Construction

2011 ◽  
Author(s):  
Bian Wu ◽  
Minhong Wang
Keyword(s):  
Problem Solving ◽  
Knowledge Construction ◽  
Dual Mapping

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.

Learning by Doing via Game Making

2011 ◽  
pp. 1354-1366
Author(s):  
Jae Yeob Jung ◽  
Hyung Sung Park
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Community ◽  
Knowledge Construction ◽  
Game Design ◽  
Higher Order Thinking ◽  
Learning By Doing ◽  
Computer Based ◽  
Interactive Simulations

The purpose of this chapter is to explore how learning, by making games, can provide opportunities for higher-order thinking such as problem solving, decision-making, and knowledge construction in children. As the game design process involves students drawing on multiple intelligences, it often provides students who are typically not successful in school with a chance to see themselves as capable members of the classroom learning community. In the classroom, computer-based game-making activities give students the opportunity to create lively interactive simulations for any subject, for any grade level, and can be used by students with a wide variety of learning styles. Game making can be used as an alternative way for students to communicate information and demonstrate their knowledge and understanding.

scholarly journals Supervisory Conversations: A Key to Reflective Experimentation

2006 ◽  
Vol 1 (2) ◽  
Author(s):  
Caroline Gwyn-Paquette
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Student Teaching ◽  
Knowledge Construction ◽  
Cooperating Teachers ◽  
Qualitative Approach ◽  
Teaching Approach ◽  
Learning Activities ◽  
Stimulation Of

Using a qualitative approach, in this article, the author explores the conversations which take place between preservice teachers and their university supervisor, analysing sequences which serve as support for experimentation of a ‘new’ teaching approach and situations of knowledge construction by preservice teachers. They were asked to use cooperative learning activities during student teaching although such strategies were not necessarily modelled by their cooperating teachers or familiar to the students. As their researcher/supervisor, the author provided support in planning conferences and coaching through post-observation conferences. It is suggested that there is more to supervisory conversations than simply providing moral support for the preservice teachers or evaluation of their performance. They are occasions for knowledge construction, notably, through problem-solving and solution finding, stimulation of reflection and discussion of theory.

scholarly journals The effects of a visible-annotation tool for sequential knowledge construction on discourse patterns and collaborative outcomes

2019 ◽  
pp. 57-71
Author(s):  
Yoonhee Shin ◽  
Jaewon Jung
Keyword(s):  
Problem Solving ◽  
Knowledge Construction ◽  
Lesson Planning ◽  
Collaborative Representation ◽  
Annotation Tool ◽  
Construction Process ◽  
Representation Function ◽  
Discourse Patterns ◽  
Planning Task

This study aimed to explore learners’ discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of three groups according to two variables: type of sharing activities (meaning sharing activity (M) and opinion sharing activity (O)), and type of representation function to guide sharing activities (word-based function (W) and sentence-based function (S)). All three groups performed sharing activities during the same period. After completing these, the participants carried out a lesson-planning task in pairs during the problem-solving phase. All annotations across three learning phases were categorised to investigate discourse patterns. The findings revealed that Group MWOS, provided with M based on W and O based on S, had the most effective knowledge construction process, showing sequential discourse patterns. In addition, differences in discourse patterns among groups positively influenced the level of collaborative outcomes.

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
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