Problem-oriented simulations to develop and improve higher-order thinking strategies

Tennyson, Robert D.; Thurlow, Richard C.; Breuer, Klaus

doi:10.1016/0747-5632(87)90020-3

Cited by 37 publications

(16 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…That is, within groups, students should be confronted with solution proposals that are neither too much above or below their own levels of complexity. Students with low cognitive complexity become frustrated and confused with highly sophisticated solutions, while students with high cognitive complexity are not only not challenged but become quickly bored with less sophisticated solutions (Tennyson, Thurlow and Breuer, 1987).…”

Section: Cooperative Learning Groupsmentioning

confidence: 99%

Linking cognitive learning theory to instructional prescriptions

Tennyson

Rasch

1988

Instr Sci

Self Cite

View full text Add to dashboard Cite

This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning and thinking as well as knowledge acquisition. Integrating current methods of instructional strategies provides the framework for bridging the gap between cognitive learning theory and instructional design.

show abstract

Section: Cooperative Learning Groupsmentioning

confidence: 99%

Linking cognitive learning theory to instructional prescriptions

Tennyson

Rasch

1988

Instr Sci

Self Cite

View full text Add to dashboard Cite

show abstract

“…Contextual skills are activated by the cognitive strategies and creative processes when engaged in higher order cognitive situations. Without contextual skills, complex decision making, problem solving, and trouble shooting would not be possible (Tennyson & Breuer, 1991).…”

Section: Linking Componentsmentioning

confidence: 99%

“…Unlike problems in the practice strategies that focus on the acquisition of procedural knowledge, problem-oriented contextual modules present situations that require employment of the domain's declarative and procedural knowledge. Thus, the student is in a problem-solving situation that requires establishing connections and associations among the facts, concepts, rules, and principles of specific domains of information (Tennyson, Thurlow, & Breuer, 1987).…”

Section: Linking Componentsmentioning

confidence: 99%

MAIS: A computer-based integrated instructional system

Tennyson

1993

Behavior Research Methods, Instruments, & Computers

Self Cite

View full text Add to dashboard Cite

An instructional design model, the Minnesota Adaptive Instructional System (MAIS), that links knowledge acquisition and employment with specific computer-based instructional prescriptions is reviewed. Specific cognitive processes for acquisition of declarative, procedural, and contextual knowledge are respectively linked to expository, practice, and problem-oriented strategies. Likewise, the cognitive processes of employment (i.e., recall, problem solving, and creativity) are linked to complex-dynamic and self-directed strategies. Each of the instructional strategies is composed of variables and conditions that have been empirically tested and shown to improve specific forms of knowledge acquisition and employment.

show abstract

“…Present day theorists and researchers that focus on optimal instructional technology have analyzed the components of competency and have specified the means to attain excellence (Tennyson & Breuer, 1991). In the past, assessment, including the assessment of medical personnel, has primarily emphasized factual and, to a lesser extent, problem solving competencies.…”

mentioning

confidence: 99%

Assessing and Improving Medical Competency: Using Strategic Management Simulations

Satish¹,

Streufert

Barach

2001

Simulation & Gaming

View full text Add to dashboard Cite

Technology transfer" has become a popular concept at the National Institutes of Health and at universities, including medical schools, which engage in research. In most cases, this transfer means that an invention or novel methodology is provided to a different user of the technology. More rarely, the transfer occurs among different fields of research or between different fields of application. This article provides information about the transfer of simulation technology from one applied field to another, specifically from earlier work on managerial decision making to at least three fields within the realm of medicine. With the publication of this article, the authors hope to (a) encourage others to consider using existing technologies from outside of medicine to advance medicine (without having to expend the time and money that is often needed to develop novel technologies) and (b) show how a single technique can be applied across multiple aspects of medicine.This article discusses the utilization of the Strategic Management Simulation (SMS) in medicine. The SMS is a complexity theory based technology (e.g., Streufert et al., 1965;) that has been developed, tuned, and validated over more than a quarter century. The technique not only captures a range of skills; it also focuses on a range of capabilities that allow flexible and creative, yet appropriate, behaviors that lead to the solution of difficult challenges. Several writers have described simulation techniques in general and the SMS in particular as the optimal means to effectively train the thinking strategies that are needed today (e.g., Breuer & Streufert, 1996;Satish, Streufert, & Eslinger, 1999). The SMSs have been especially effective as assessment and training techniques where professional task requirements are multi-faceted and complex. What is competency?Competency is of utmost importance when we seek optimal performance, that is, when we search for the success that competency (in association with motivation)

show abstract

Problem-oriented simulations to develop and improve higher-order thinking strategies

Cited by 37 publications

References 5 publications

Linking cognitive learning theory to instructional prescriptions

Linking cognitive learning theory to instructional prescriptions

MAIS: A computer-based integrated instructional system

Assessing and Improving Medical Competency: Using Strategic Management Simulations

Contact Info

Product

Resources

About