Towards powerful learning environments for the acquisition of problem-solving skills

1990 ◽  
Vol 5 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Erik De Corte
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Problem Solving Skills ◽  
Powerful Learning ◽  
Powerful Learning Environments

scholarly journals Motivation, Engagement and Learning through Digital Games

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Ioanna Iacovides ◽  
James Aczel ◽  
Eileen Scanlon ◽  
Josie Taylor ◽  
Will Woods
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Empirical Studies ◽  
Digital Games ◽  
Powerful Learning ◽  
Educational Environments ◽  
Games For Learning ◽  
Affinity Groups ◽  
Powerful Learning Environments

Digital games can be powerful learning environments because they encourage active learning and participation within “affinity groups” (Gee, 2004). However, the use of games in formal educational environments is not always successful (O’Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Understanding the links between why people play games, what keeps them engaged in this process, and what they learn as a result could have a significant impact on how people value and use games for learning. This paper examines key research that relates to motivation, engagement, and informal learning through digital games, in order to highlight the need for empirical studies which examine the activities that occur in and around everyday gaming practice.

Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction

1998 ◽  
Vol 65 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Russell Gersten ◽  
Scott Baker
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Real World ◽  
Explicit Instruction ◽  
Situated Cognition ◽  
Contextual Learning ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

scholarly journals Online and other ICT-based Training Tools for Problem-solving Skills

2016 ◽  
Vol 11 (06) ◽  
pp. 35
Author(s):  
Athanasios Drigas ◽  
Maria Karyotaki
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Cognitive Processes ◽  
Metacognitive Skills ◽  
Dynamic Learning ◽  
Self Monitoring ◽  
Problem Solving Skills ◽  
Social Dynamic ◽  
Key Factor ◽  
Real World Learning

Problem-solving requires creative skills, critical thinking as well the ability to implement ideas and theories in practical ways. Moreover, interactive and self-managed problem-solving experiences promote students’ motivation as expressed through the developmental progression of learners’ metacognitive skills, such as self-monitoring and self-reinforcement. Effective learning based on constructivist didactics, encompassing self-organized learning in combination with active and creative problem-solving in collaborative settings, advances students’ concomitant cognitive and meta-cognitive processes. Hence, students’ co-construction of knowledge embodied in social dynamic learning environments, such as school-based tasks leverage the semantic relationships rising from exercising, verifying and testing of knowledge through information sharing and discussion. Future studies should focus on designing interactive, adaptable, ill-defined, real-world learning environments to elicit students’ cognitive and meta-cognitive processes as a key factor for the effective training of problem-solving skills.

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