2002
DOI: 10.2190/58xd-nmfk-dl5v-0b6n
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Pupils' Problem-Solving Processes in a Complex Computerized Learning Environment

Abstract: The study examines fifth-grade Finnish pupils' problem-solving processes in a complex technology-based learning environment. The subjects were pupils in two primary schools (N = 88). The pupils were divided into two learning groups (a mediated and a discovery group) for a 20-hour-long teaching period. The mediated group (n = 42) received teaching according to the mediated model, whereas the discovery group (n = 46) was taught according to the discovery model. The teaching period consisted of merry-go-round and… Show more

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Cited by 4 publications
(2 citation statements)
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“…The class employed a mediated learning approach that included both direct instruction and open-ended, studentdirected inquiry (Suomala & Alajaaski, 2002). Direct instruction included short lectures, software demonstrations and lab assignments.…”
Section: Pedagogical Approach and Curriculummentioning
confidence: 99%
See 1 more Smart Citation
“…The class employed a mediated learning approach that included both direct instruction and open-ended, studentdirected inquiry (Suomala & Alajaaski, 2002). Direct instruction included short lectures, software demonstrations and lab assignments.…”
Section: Pedagogical Approach and Curriculummentioning
confidence: 99%
“…Students may utilize all of these skills while debugging a software program or revising a technological design. For example, the robotics environment is a multivariate one (Suomala & Alajaaski, 2002), and to successfully solve a complex programming challenge, students must learn to hold variables constant while examining the effect of one variable on the execution of the program. If a student changes more then one element of a program at a time, that student will not be able to adequately account for the contribution of any one element to the overall functioning of the program.…”
mentioning
confidence: 99%