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Design of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domains
ARTICLE

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Journal of Educational Technology & Society Volume 16, Number 4, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

Problem solving has been increasingly used as an important approach to learning especially in ill-structured domains. It is assumed that knowledge can be better consolidated and extended through problem-solving experience. However, many learners do not have the ability to separate general knowledge from specific cases, which inhibits successful transfer of knowledge to new situations. This study addressed the challenge by proposing a dual-mapping learning approach that involves argument mapping and concept mapping to externalize and integrate problem-solving and knowledge-construction processes in problem-based learning. A preliminary study of the design and effects of the approach is reported. Findings show its effectiveness in improving both problem-solving and knowledge-construction performance. (Contains 5 tables and 4 figures.)

Citation

Wu, B., Wang, M., Spector, J.M. & Yang, S.J.H. (2013). Design of a Dual-Mapping Learning Approach for Problem Solving and Knowledge Construction in Ill-Structured Domains. Journal of Educational Technology & Society, 16(4), 71-84. Retrieved October 18, 2019 from .

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