Middle school students’ problem solving in Web-based inquiry environments: A case study
Minchi Kim, Michael Hannafin, Learning and Performance Support Lab, University of Georgia, United States ; Jessica Adams, Lynn Bryan, Department of Science Education, University of Georgia, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Promoting students' problem solving and critical thinking skills has been a challenge for educators. Research suggests that students rarely construct deep understanding in any domain. It is particularly difficult to foster middle school students' problem solving skills in Web-based learning environments due to factors such as cognitive overload, lack of developmental readiness, and limited metacognitive skills. This case study explores how 8th grade students solve scientific problems using a Web-based learning environment and how teachers and designers help to think critically in Web-based learning environments. Preliminary themes that emerged from this qualitative study (diverse patterns of problem-solving, guided inquiry, and multiple roles of teachers) are discussed.
Kim, M., Hannafin, M., Adams, J. & Bryan, L. (2004). Middle school students’ problem solving in Web-based inquiry environments: A case study. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2325-2328). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).