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Modeling the Process of Solving ill-structured Design Problems – A Case Study of an Interactive Design Class
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, TamKang University, Taiwan ; , National Hsinchu University of Education, Taiwan

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Critical thinking is essential in solving diverse ill-structured problem when learners enter the job market. The previous studies suggested that problem-based learning could engage learners in practicing critical thinking during solving well-structured problems. However, the limited opportunities of working on ill-structured problems during learning process might limit learners’ development of the ability to transfer knowledge to a real world. A teaching model of engaging learners in reasoning through a sequence of ill-structured design problem is, thus, proposed. The modeling strategies embedded in the proposed model demonstrate how experts reason through the problems, which enables learners to observe how to work on the complex problems. In addition to describing the model, a mix-method study was conducted to explore how learners in an interactive design class interact with the given ill-structured problems. The impact of such learning process on learners’ motivation, involvement of the problem-solving activities and design abilities were reported as well.

Citation

Wu, C.P. & Wu, S.L. (2009). Modeling the Process of Solving ill-structured Design Problems – A Case Study of an Interactive Design Class. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3154-3158). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 23, 2020 from .

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