scholarly journals Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

2020 ◽  
Vol 12 (19) ◽  
pp. 7919 ◽  
Author(s):  
Manoli Pifarré ◽  
Esther Argelagós
Keyword(s):  
Problem Solving ◽  
Task Performance ◽  
Secondary Students ◽  
Real Life ◽  
Task Instruction ◽  
Control Group ◽  
Internet Information ◽  
Information Problem Solving ◽  
Information Problem

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.

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 Facilitating learners’ web-based information problem-solving by query expansion-based concept mapping

2014 ◽  
Vol 30 (5) ◽  
Author(s):  
Yueh-Min Huang ◽  
Ming-Chi Liu ◽  
Nian-Shing Chen ◽  
Kinshuk . ◽  
Dunwei Wen
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Query Expansion ◽  
Concept Maps ◽  
Real Life ◽  
Higher Order ◽  
System Thinking ◽  
Web Based ◽  
Information Problem Solving ◽  
Information Problem

<p>Web-based information problem-solving has been recognised as a critical ability for learners. However, the development of students’ abilities in this area often faces several challenges, such as difficulty in building well-organised knowledge structures to support complex problems that require higher-order skills (e.g., system thinking). To resolve these issues, this study employs a semi-automatic tool that supports query expansion-based concept mapping (QECM) for assisting learners’ web-based information problem-solving. The query expansion technique aims to recommend relevant concepts and linking words for building the map. The linking of concepts also uses non-taxonomic relationships for visualising a systemic model to develop complex problem-solving. An experiment was conducted by randomly dividing 50 participants into two groups, QECM (experimental) and conventional keyword-based search system, (control), to compare their performance during web-based information problem-solving tasks. The results show that the QECM system facilitated participants in extending their queries so as to enhance the comprehensiveness of their constructed concept maps. The QECM also improved the participants’ information problem-solving performance by bridging concepts of an assigned task. The findings imply that learners using the QECM system can focus on the higher-order tasks of problem-solving and be better engaged in exploring real-life problems with the web.</p>

scholarly journals Improving students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji

2021 ◽  
Vol 12 (2) ◽  
pp. 283-294
Author(s):  
A. Nurannisa F.A ◽  
Andi Muhammad Irfan Taufan Asfar ◽  
Andi Muhamad Iqbal Akbar Asfar ◽  
Adji Syaifullah
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Design Type

Mathematical logical intelligence is one of the skills that are needed in the 21st century related to mathematical problem-solving skills. The importance of this skill is not in line with the facts on the ground, where students are still weak in counting and using logic in problem solving. The purpose of this research is to improve students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji. Sulapa Eppa Walasuji is one of the Bugis-Makassar local wisdoms with a unique pattern, appropriate to be used as a medium for learning transformation of geometry. Through the integration of local wisdom, Sulapa Eppa Walasuji can create contextual mathematics learning, so that students can easily understand the material by connecting real-life concepts. This research includes experimental research with a quasi-experimental design of the nonequivalent control group design type. The research instrument used was a mathematical logical intelligence test consisting of five essay questions. The data analysis used is descriptive statistics with gain score and effect size testing. The results showed that the mathematical logical intelligence of experimental class students increased by 43.16 with the effective contribution of the r effect size being 0.910. This indicates that the online-based integration of Sulapa Eppa Walasuji can improve students’ mathematical logical intelligence. 

scholarly journals Embedded instruction to learn information problem solving: Effects of a whole task approach

2019 ◽  
Vol 90 ◽  
pp. 117-130 ◽  
Author(s):  
Jimmy Frerejean ◽  
Gerdo J. Velthorst ◽  
Johan L.H. van Strien ◽  
Paul A. Kirschner ◽  
Saskia Brand-Gruwel
Keyword(s):  
Problem Solving ◽  
Embedded Instruction ◽  
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 Effects of A Long-Term Use of Carbocysteine on Frequency and Duration of Exacerbations in Patients with Bronchiectasis

2019 ◽  
Vol 7 (23) ◽  
pp. 4030-4035
Author(s):  
Jordan Minov ◽  
Sasho Stoleski ◽  
Tatjana Petrova ◽  
Kristin Vasilevska ◽  
Dragan Mijakoski ◽  
...  
Keyword(s):  
Real Life ◽  
Hospital Treatment ◽  
Control Group ◽  
Good Tolerability ◽  
Life Study ◽  
Positive Effects ◽  
Mucus Clearance ◽  
Appropriate Treatment ◽  
And Control

BACKGROUND: The failure of mucus clearance in bronchiectasis can be improved by chest physiotherapy or/and mucoactive agents. AIM: To assess the effects of long-term use of carbocysteine on frequency and duration of exacerbations in patients with bronchiectasis. METHODS: We performed an observational, non-randomized, open study (a real-life study) including 64 patients with bronchiectasis divided into two groups, examined group (EG) and control group (CG). All participants were treated with appropriate treatment for the stable disease, but in the study, subjects of EG two capsules 375 mg carbocysteine three times a day was added over three months. Daily diary cards realised collection of data regarding the occurrence and duration of exacerbation in all study subjects. RESULTS: Over the study period 43 exacerbations were documented, 17 in the EG and 26 in the CG, 10 (23.4%) of which required hospital treatment (four in the EG [23.5%] and six in the CG [23.1%]). A mean number of exacerbations over the study period was significantly lower in the EG (0.5 ± 0.1) as compared to their mean number in the CG (0.8 ± 0.2) (P = 0.0000). Mean duration of exacerbations expressed in days needed for complete resolution of symptoms or return of the symptoms to their baseline severity in the EG was significantly shorter than the mean duration of exacerbations in the CG (10.1 ± 2.6 vs 12.8 ± 2.1; P = 0.0000). The frequency of adverse effects, i.e. mild gastrointestinal manifestations and headache which did not require discontinuation of the treatment, in the EG during the study period was 15.6%. CONCLUSION: Our findings indicated positive effects of carbocysteine regarding the frequency and duration of exacerbations, as well as its good tolerability in the patients with bronchiectasis.

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