Key information-problem solving skills to learn in secondary education: a qualitative, multi-case study
| Autor: | Esther Argelagós, Manoli Pifarré |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Internet en l'ensenyament
Teaching method Performance 050801 communication & media studies Qualitative property Secondary education computer.software_genre Learning -- Study and teaching (Secondary) Aprenentatge -- Educació secundària Task (project management) 0508 media and communications Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Set (psychology) Multimedia Information seeking Instructional design business.industry Skills 05 social sciences 050301 education Internet in education Task analysis Web search The Internet Information-Problem Solving (IPS) Psychology business 0503 education computer Regulation |
| Zdroj: | Journal of Education and Learning, 2016, vol. 5, núm. 4 Articles publicats (D-PS) DUGiDocs – Universitat de Girona instname Recercat. Dipósit de la Recerca de Catalunya Repositorio Abierto de la UdL Universitad de Lleida |
| Popis: | Internet has become one of the most important information sources for students’ personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem—this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students’ success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school. This research was funded by the Ministerio de Ciencia y Tecnología of the Spanish Government (Project Numbers: EDU2009-11656 and EDU2012-32415). The authors would like to thank the teachers and the pupils for their participation in the study reported in this paper. |
| Databáze: | OpenAIRE |
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