Literaturnachweis - Detailanzeige
| Autor/inn/en | Korpi, Margaret K.; und weitere |
|---|---|
| Institution | Stanford Univ., CA. School of Education. |
| Titel | A Role-Functional Model of Design Problem Solving. |
| Quelle | (1991), (47 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Beginning Teachers; Cognitive Processes; Educational Strategies; Higher Education; Instructional Design; Models; Problem Solving; Protocol Analysis; Secondary School Teachers; Teacher Education |
| Abstract | Processes of solving an ill-structured problem were studied. Eight individuals (recent graduates and participants in a teacher education program) learned about a fictitious vehicle, and then designed instruction about it. The individuals were relative novices in instructional design, because of a small amount of professional training in the activity and the novelty of the subject matter. Protocols used in designing instruction were coded for five individuals for subproblems, types of knowing, and problem-solving operations. A hypothesis is presented about the organization of problem-solving activity in this design task, in the form of a model in which functional roles are assigned to metaphorical agents in a design committee. This discussion of design problem solving is grounded in information processing theory and emphasizes the theoretical continuity of design problems with other, more well-defined, tasks. Five figures and eight tables present study findings. A 28-item list of references is included. An appendix illustrates one subject's design processes. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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