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Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes
ARTICLE

Educational Technology Research and Development Volume 45, Number 1, ISSN 1042-1629

Abstract

Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, an emerging theory of ill-structured problem solving, constructivist learning, and situated cognition are discussed.(75 references) (Author/LRW)

Citation

Jonassen, D.H. (1997). Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes. Educational Technology Research and Development, 45(1), 65-94. Retrieved May 20, 2019 from .

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