Against all odds: problem-solving strategies and behavioural characteristics of novice students

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/107942

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107942

Title:	Against all odds: problem-solving strategies and behavioural characteristics of novice students
Authors:	張佩芬;Chang, Pei-Fen;Lin, Miao-Chen
Contributors:	文學院學習與教學研究所
Keywords:	Case Studies;Classroom Environment;Cognition & reasoning;Cognitive Processes;Cognitive Style;College Freshmen;Comparative Analysis;Course Descriptions;Difficulty Level;Educational Practices;Foreign Countries;Information processing;Instructional design;Interdisciplinary Approach;interdisciplinary research;Investigations;Learning Processes;Learning Strategies;novice;Novices;Observation;Problem Solving;problem-solving process;Protocol Analysis;Statistical Analysis;Student Behavior;Student Characteristics;Taiwan;Teaching Methods;Time on Task
Date:	2015-01-01
Issue Date:	2026-04-23 14:29:16 (UTC+8)
Publisher:	Abingdon: Routledge
Abstract:	摘要： This study investigates problem-solving difficulties of novices in a classroom setting, using a German instructional tool, the Fischertechnik kit of approximately 400 parts. In order to analyse the students' thinking processes as they solved the problems, verbal protocol analysis (VPA) was used to record the students'' thinking processes and action stages for three case problems. Next, we plotted the experimental process in each case on five work completion time axes, representing time in the experiment in accordance with the substance of the five main tasks. To highlight the features of the novices' problem-solving efforts, a summary discussion and analysis of the problem-solving processes in the three cases is presented. The novice students in this study displayed the following characteristics during their problem-solving process: (1) all of them employed 'working-forward' cognitive strategies, which shows that novices usually rely on certain operations to change the current situation; (2) they tended to adopt their responses based on their assessment of the linkages between their previous experiences and new ones, which leads to continuous development via a process of changing equilibration; (3) as a result of these novices' inability to fully clarify the key problem elements, they mostly adopted an intuitive trial and error approach. When confronting problems, these novice students tended to implement their solutions immediately after encountering the problem. Finally, this study provides recommendations for future instructional design based on its results. 出版者： Abingdon: Routledge 出版日期： 2015-05-04 出處： Journal of further and higher education, 2015-05, Vol.39 (3), p.293-319 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2013 UCU 2013 版權： Copyright Taylor & Francis Ltd. 2015 識別號： ISSN: 0309-877X 識別號： EISSN: 1469-9486 識別號： DOI: 10.1080/0309877X.2013.831035
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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