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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 39 Number 4 Summer 2007
The Effect of Web-Based Question Prompts on Scaffolding Knowledge Integration
and Ill-Structured Problem Solving
Ching-Huei Chen
Wheeling Jesuit University
Amy C. Bradshaw
The University of Oklahoma
Abstract
This study examined the effects of question prompts, knowledge integration
prompts, and problem solving prompts, embedded in a Web-based learning environment
in scaffolding preservice teachers’ conceptual understanding and problem
solving in an ill-structured domain. A mixed-method study was employed to investigate
the outcomes of students’ conceptual knowledge and ill-structured problem
solving. The quantitative results indicated that students who received knowledge
integration prompts had significantly higher scores in overall problem solving
performance, but the same was not true for prompts focused on conceptual knowledge.
Further, the qualitative findings revealed the positive effects of knowledge
integration prompts in facilitating students to make intentional efforts to
identify and explain major concepts and their relationships that are necessary
for solving the illstructured problem. This study has implications for designing
curricula in ill-defined domains that seek to integrate and promote the application
of educational principles to real-world problems.
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the full article (PDF, 148 KB, PDF instructions)
Contributors
Ching-Huei Chen received her PhD from the program of Instructional Psychology
and Technology at the University of Oklahoma (OU) where she also worked as teaching
and research assistant. She currently is working as an instructional designer
at the Center for Educational Technologies, home of the NASA-sponsored Classroom
of the Future Program, Wheeling Jesuit University. Her education and scholarly
interests include instructional design and technology across disciplines, evaluation
of professional development, and problem solving. (E-mail: kchen@cet.edu.)
Copyright 2007, (International Society for Technology in Education). All
rights reserved.
| knowledge integration, ill-structured problem solving, scaffolding |
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