Information problem-solving skills and the shared knowledge construction process: a comparison of two learning tasks with differing levels of cognitive complexity / Habilidades de resolución de problemas informacionales y proceso de construcción compartida de conocimiento: comparación entre dos tareas de aprendizaje de diferente complejidad cognitiva

2015 ◽  
Vol 27 (4) ◽  
pp. 766-801 ◽  
Author(s):  
Lorena Becerril ◽  
Antoni Badia
Keyword(s):  
Problem Solving ◽  
Knowledge Construction ◽  
Cognitive Complexity ◽  
Shared Knowledge ◽  
Construction Process ◽  
Problem Solving Skills ◽  
Learning Tasks ◽  
Information Problem Solving ◽  
Information Problem

Assessment of higher education students’ information problem-solving skills in educational sciences

2020 ◽  
pp. 026666692097618
Author(s):  
Consuelo Garcia ◽  
Esther Argelagós ◽  
Jesús Privado
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Ecological Validity ◽  
Research Question ◽  
Theoretical Models ◽  
Problem Solving Skills ◽  
Procedural Information ◽  
Information Problem Solving ◽  
Information Problem ◽  
Educational Sciences

Many of the current tests that evaluate information problem-solving skills suffer from ecological validity weakness and from library-bias. The Procedural Information Problem-Solving Knowledge Evaluation in Education test (PIKE-E) aims to assess information problem-solving skills of college students in relation to an academic literature review task in educational sciences. It entails a confirmatory analysis of the PIKE-P test in which it is based. The PIKE-E was completed by 700 students from three different Spanish-speaking countries. In our research, we do not assume that information problem solving skills at the international and cultural level are equal, but Internet access is practically the same in higher education. Results show the existence of five first-order factors, Defining the research question, Search strategies planning, Searching and locating sources, Selecting and processing information and Organizing and presenting information, and a general single second-order factor, Information problem-solving, which coincide with contemporary theoretical models on information literacy. The PIKE-E can be used to tackle in which specific areas concerning information skills development, students entering education degrees need to improve to succeed in their studies.

scholarly journals Middle-school students' online information problem solving behaviors on the information retrieval interface

2014 ◽  
Vol 30 (2) ◽  
Author(s):  
Yi-Fen Yeh ◽  
Ying-Shao Hsu ◽  
Fu-Tai Chuang ◽  
Fu-Kwun Hwang
Keyword(s):  
Problem Solving ◽  
Search Engines ◽  
Cognitive Complexity ◽  
Online Information ◽  
Search Term ◽  
School Students ◽  
Self Monitoring ◽  
Term Selection ◽  
Information Problem Solving ◽  
Information Problem

<p>With the near-overload of online information, it is necessary to equip our students with the skills necessary to deal with Information Problem Solving (IPS). This study also intended to help students develop major IPS strategies with the assistance of an instructor's scaffolding in a designed IPS course as well as on an Online Information Management (OIM) interface. Explicit strategies that students employed to organize information for final projects were identified and hierarchically leveled based on the cognitive complexity they required. Results from a correlation analysis showed a significantly positive relationship among students' project scores, IPS strategies (e.g. organizing information in a logical way), and explicit strategies (e.g. search terms), but no significant relationship involving implicit strategies. Further examinations showed the students with higher project scores had  advanced IPS and implicit strategies, while those with intermediate or lower scores likely over- or under-estimated their utilisation of implicit strategies. That is, self-efficacy surveys can be discriminative instruments if students have good self-monitoring abilities. Another feature of the students with high proficiency on IPS was the use of full sentences when using search engines, which implied less demands for the exactitude in search term selection due to the advances of search engines.</p><p> </p>

scholarly journals Effects of a modelling example for teaching information problem solving skills

2018 ◽  
Vol 34 (6) ◽  
pp. 688-700 ◽  
Author(s):  
J. Frerejean ◽  
J.L.H. van Strien ◽  
P.A. Kirschner ◽  
S. Brand-Gruwel
Keyword(s):  
Problem Solving ◽  
Problem Solving Skills ◽  
Information Problem Solving ◽  
Information Problem ◽  
Teaching Information

scholarly journals Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

2016 ◽  
Vol 5 (4) ◽  
pp. 1 ◽  
Author(s):  
Esther Argelagós ◽  
Manoli Pifarré
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Digital Information ◽  
Problem Solving Skills ◽  
Instructional Process ◽  
Key Skills ◽  
Information Problem Solving ◽  
Information Problem ◽  
Search For Information

<p>Internet has become one of the most important information sources for students’ personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem—this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students’ success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.</p>

scholarly journals Exploring patterns in undergraduate students’ information problem solving: A cross-case comparison study

2019 ◽  
pp. 428-448
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Cognitive Dimension ◽  
Digital World ◽  
Research Activities ◽  
Learning Tasks ◽  
Cognitive Patterns ◽  
Case Comparison ◽  
Information Problem Solving ◽  
Information Problem

Students today routinely conduct research in the digital world to solve problems in daily life and in learning tasks. Although research to date has proposed different models to describe the processes of information problem solving (IPS), little is known about the cognitive patterns demonstrated in the processes, particularly the iterative nature of IPS and the driving factors behind iterations. The current study employed the lens of a self-regulated problem-solving model to develop an in-depth understanding of learners’ IPS processes. Analysis and cross comparisons of three students’ on-screen research activities, think-aloud articulations, artifacts, and interviews revealed three representative patterns for performing an IPS task: reasoning-driven, prior knowledge/task-driven, and information-driven. These different patterns manifest qualitative differences in the three students’ research behaviors and iterations of problem-solving stages. The findings afford an in-depth understanding of the cognitive dimension of IPS, and yield important implications for scaffolding learners in effective IPS.

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