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The Effect of Web-Based Question Prompts on Scaffolding Knowledge Integration and Ill-Structured Problem Solving
ARTICLE

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Journal of Research on Technology in Education Volume 39, Number 4, ISSN 1539-1523

Abstract

This study examined the effects of question prompts, knowledge integration prompts, and problem solving prompts, embedded in a Web-based learning environment in scaffolding preservice teachers' conceptual understanding and problem solving in an ill-structured domain. A mixed-method study was employed to investigate the outcomes of students' conceptual knowledge and ill-structured problem solving. The quantitative results indicated that students who received knowledge integration prompts had significantly higher scores in overall problem solving performance, but the same was not true for prompts focused on conceptual knowledge. Further, the qualitative findings revealed the positive effects of knowledge integration prompts in facilitating students to make intentional efforts to identify and explain major concepts and their relationships that are necessary for solving the ill-structured problem. This study has implications for designing curricula in ill-defined domains that seek to integrate and promote the application of educational principles to real-world problems. (Contains 2 tables.)

Citation

Chen, C.H. & Bradshaw, A.C. (2007). The Effect of Web-Based Question Prompts on Scaffolding Knowledge Integration and Ill-Structured Problem Solving. Journal of Research on Technology in Education, 39(4), 359-375. Retrieved April 21, 2019 from .

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Cited By

  1. Teaching for Success: Technology and Learning Styles in Preservice Teacher Education

    Pamela Solvie, Northwestern College, United States; Engin Sungur, University of Minnesota, Morris, United States

    Contemporary Issues in Technology and Teacher Education Vol. 12, No. 1 (March 2012) pp. 6–40

  2. Using Online Mapping Tool in Problem Solving Activity

    Hua Bai, Northeastern Illinois University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1648–1650

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