A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions

2004 ◽  
Vol 52 (2) ◽  
pp. 5-22 ◽  
Author(s):  
GE Xun ◽  
Susan M. Land
Keyword(s):  
Problem Solving ◽  
Conceptual Framework ◽  
Peer Interactions ◽  
Question Prompts ◽  
Structured Problem Solving

scholarly journals Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment

2005 ◽  
Vol 33 (2) ◽  
pp. 219-248 ◽  
Author(s):  
Xun Ge ◽  
Ching-Huei Chen ◽  
Kendrick A. Davis
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Environment ◽  
Design And Technology ◽  
Instructional Designers ◽  
Web Based ◽  
Question Prompts ◽  
Web Based Learning ◽  
Multiple Case ◽  
Structured Problem Solving

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

The importance of setting and measuring individual treatment goals for adolescents learning improved prosocial behaviour

1996 ◽  
Vol 6 (S1) ◽  
pp. 77-88 ◽  
Author(s):  
Alan Ralph
Keyword(s):  
Problem Solving ◽  
Social Interactions ◽  
Peer Interactions ◽  
Self Report ◽  
Individual Treatment ◽  
Treatment Goals ◽  
Prosocial Behaviour ◽  
Collaborative Approach ◽  
Verbal Problem ◽  
Structured Problem Solving

This paper describes a structured problem-solving approach for successfully engaging adolescents having difficulties with social interactions. Counselling is conducted on a 1-to-1 basis and aimed at increasing verbal problem-solving behaviour, such as setting relevant goals and identifying behaviour likely to result in increased, pleasurable contact with peers, consistent with the attainment of the selected goals. In addition to a number of self-report questionnaire measures, a diary was designed to monitor changes in peer interactions. Individual progress data are presented for 3 adolescents who participated in a 10-week program designed to assist them to develop improved prosocial behaviour with their peers. The data illustrate the importance of accurately determining precise goals for each adolescent and developing a collaborative approach between counsellor and adolescent to ensure that these goals accurately reflect the wishes and needs of the adolescent.

Process Optimization through Structured Problem Solving

2020 ◽  
pp. 193-218
Author(s):  
David M. Bernacki ◽  
Robert E. Hamm ◽  
Hung-da Wan
Keyword(s):  
Problem Solving ◽  
Process Optimization ◽  
Structured Problem Solving

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

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