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

2018 ◽  
pp. 401-422 ◽  
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

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

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.

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.

Information Problem-Solving Using the Internet

2011 ◽  
pp. 357-371
Author(s):  
Steven C. Mills
Keyword(s):  
Problem Solving ◽  
Information Technologies ◽  
Information Age ◽  
Literacy Skills ◽  
The Internet ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructional Methodologies ◽  
Information Problem Solving

Today’s students must think critically and analyze and synthesize information so that they can recognize the technical, social, economic, political, and scientific problems of the information age. This chapter describes how the vast resources of the Internet can supply communication tools and information resources that facilitate the application of a robust set of instructional methodologies in the K-12 classroom to address these skills. The development of information literacy skills in today’s classrooms necessitates instructional approaches that address complex sets of learning objectives and focus on rich, multidisciplinary learning. The author maintains that Internet and information technologies provide tools and resources that enable teachers to create powerful learning environments for educating students for the information age using student-centered learning approaches, interactive communication with peers and experts, and collaborative, problem-solving methodologies.

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