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

Bian Wu, Minhong Wang, J. Michael Spector, Stephen J.H. Yang

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)71-84
Number of pages14
JournalEducational Technology and Society
Volume16
Issue number4
StatePublished - 2013

Keywords

  • Educational technology
  • Knowledge construction
  • Problem solving
  • Problem-based learning

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