Toward a design theory of problem solving

Jonassen, David H.

doi:10.1007/bf02300500

Cited by 1,487 publications

(1,225 citation statements)

References 58 publications

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“…We join other calls for a clear language to describe what precisely is meant by content expertise (Park et al, 2007) and thus facilitate the succinct reporting of tutor expertise. Given the space constraints for journal articles the field also needs a brief language to characterize the training that tutors undergo, similar to the taxonomy of various PBL implementations (Barrows, 1986) or typology of problem types (Jonassen, 2000) that • volume 7, no. 1 (Spring 2013) are already available.…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis

Leary¹,

Walker²,

Shelton³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

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Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the following meta-analysis coded 223 outcomes from 94 studies with small but positive gains for PBL students (g = 0.24). Specific sub-group analyses indicate randomly controlled designs may be more sensitive to differences that favor PBL students, even while there is no relationship between tutor content expertise and student learning. Perhaps surprisingly, student learning decreases as tutor experience increases. Limitations and future work are discussed within a context of scholarly and practical significance.

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Section: Discussionmentioning

confidence: 99%

“…While many PBL interventions encourage the finding of solutions, some problem types such as dilemmas (Jonassen, 2000) may not have a resolution.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis

Leary¹,

Walker²,

Shelton³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

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“…Critical thinking refers to the ability to analyse and reason deeply through the use of evidences and argument (Elder & Paul, 1994) whereas creative thinking refers to the ability to generate useful innovations (Sternberg & Lubart, 1996). Authentic problem-solving defines the context whereby students engage in critical thinking and creative thinking to solve what Jonassen (2000) describes as illstructured and complex problems with multiple possible solutions. Therefore, twentyfirst century learning helps students to become workplace-ready through applying their thinking skills to solve real-world problems.…”

Section: Dimensions Of Twenty-first Century Learningmentioning

confidence: 99%

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Thang¹,

Koh²

2017

Learning: Research and Practice

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A secondary school in Singapore incorporated twenty-first century learning into their science curriculum through an inquiry-based Integrated Science module. This study examines Secondary 2 students' perceptions of twenty-first century learning through this module. Through pre-and post-study surveys of 227 students and focus group interviews with nine students, it was found that the Integrated Science module deepened students' confidence with self-directed learning and authentic problem-solving whereas students' confidence with critical thinking positively predicted students' end-of-year results. Through this module, students acquired skills related to time management, information analysis, the use of information communications technologies and presentation that they transferred to the learning of their other academic subjects. The implications for designing twenty-first century learning experiences in schools are discussed. ARTICLE HISTORY

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“…Cases are the primary vehicle for learning and present a bridge between biomedical and clinical content. As recommended by Jonassen (1997Jonassen ( , 2000, open-ended problems prompt students to exhaust their knowledge and create learning issues based on gaps in prior knowledge. We use a guided inquiry method and provide a degree of structure during sessions.…”

Section: Small-group Learning At Our Institutionmentioning

confidence: 99%

“…The PBL literature includes studies investigating characteristics of effective cases (Edmondson, 1994;Harling & Misser, 1998;Hmelo-Silveres & Barrows, 2006;Jonassen, 2000;Jonassen & Hung, 2008), characteristics of cases in specific learning environments (Dabbagh & Dass, 2013), implementation of cases, (Albanese & Mitchell, 1993;Azer, Mclean, Onishi, Tagawa, & Scherpbier, 2013;Schmidt, Rotgans, & Yew, 2011), and perceptions of cases by students and facilitators (Sockalingam & Schmidt, 2011;Tamim & Grant, 2013). There is a scarcity of research investigating the process of case construction and how case-writers anticipate and plan for successful knowledge construction by students.…”

Section: Introductionmentioning

confidence: 99%

Social Constructivism and Case-Writing for an Integrated Curriculum

Doubleday¹,

Brown²,

Patston³

et al. 2015

Interdisciplinary Journal of Problem-Based Learning

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Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted by the problem-based learning process in which our students engage.

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Toward a design theory of problem solving

Cited by 1,487 publications

References 58 publications

Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis

Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Social Constructivism and Case-Writing for an Integrated Curriculum

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