Design of a dual-mapping learning approach for problem solving and knowledge construction in ill-structured domains

NCUIR > College of Electrical Engineering & Computer Science > Department of Computer Science and information Engineering > journal & Dissertation > Item 987654321/106582

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/106582

Title:	Design of a dual-mapping learning approach for problem solving and knowledge construction in ill-structured domains
Authors:	楊鎮華;Wu, Bian;Wang, Minhong;Spector, J. Michael;Yang, Stephen J. H
Contributors:	資訊電機學院資訊工程學系
Keywords:	China;Clinical experience;Coaching (Performance);Cognitive models;Cognitive Processes;Computer Assisted Instruction;Computer Uses in Education;Computers;Concept Mapping;Construction;Copyrights;Domains;Educational Practices;Educational technology;Foreign Countries;Full Length Articles;Influence of Technology;Instructional Effectiveness;Job Skills;Knowledge management;Learning;Learning experiences;Learning strategies;Management;Medical Education;Medical Students;Perceptual learning;Pretests Posttests;Problem Based Learning;Problem Solving;Professional Education;Reasoning;Research design;Scaffolding (Teaching Technique);Semi Structured Interviews;Student Attitudes;Student Motivation;Student Surveys;Study and teaching;Technology application;Transfer of Training
Date:	2013-12-16
Issue Date:	2026-04-23 13:29:32 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： Problem solving has been increasingly used as an important approach to learning especially in ill-structured domains. It is assumed that knowledge can be better consolidated and extended through problem-solving experience. However, many learners do not have the ability to separate general knowledge from specific cases, which inhibits successful transfer of knowledge to new situations. This study addressed the challenge by proposing a dual-mapping learning approach that involves argument mapping and concept mapping to externalize and integrate problem-solving and knowledge-construction processes in problem-based learning. A preliminary study of the design and effects of the approach is reported. Findings show its effectiveness in improving both problem-solving and knowledge-construction performance. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2013-10-01 出處： Educational Technology & Society, 2013-10, Vol.16 (4), p.71-84 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2013 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2013 International Forum of Educational Technology & Society 版權： 2013. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201307_16(4).0006
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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