The integration of information-problem solving instruction in an educational program

This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications.

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Instruction To Promote Information Problem Solving On The Internet In Primary And Secondary Education

Handbook of Multiple Source Use ◽

10.4324/9781315627496-23 ◽

2018 ◽

pp. 401-422 ◽

Cited By ~ 2

Author(s):

Saskia Brand-Gruwel ◽

Johan L.H. van Strien

Keyword(s):

Secondary Education ◽

Problem Solving ◽

The Internet ◽

Primary And Secondary Education ◽

Information Problem Solving ◽

Information Problem

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

Information Development ◽

10.1177/0266666920976189 ◽

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.

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