Constructing Problems in Context: A Synthesized Model of Dialectical Problem-Framing

Autor/inn/en	Palmer, Russ; Choi, Ikseon
Titel	Constructing Problems in Context: A Synthesized Model of Dialectical Problem-Framing
Quelle	In: Educational Technology Research and Development, 71 (2023) 4, S.1525-1545 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palmer, Russ) ORCID (Choi, Ikseon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10246-9
Schlagwörter	Problem Solving; Epistemology; Models; Cognitive Processes; Instructional Design + Suchen Sie Ihr Suchwort? Problemlösen; Erkenntnistheorie; Analogiemodell; Cognitive process; Kognitiver Prozess; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The goal of this article is to propose a framework for understanding the nature of "how people construct problems" by interacting with situations and subsequently to offer implications for instructional design and future research. We propose that people must interactively frame the components of a situation in order to establish the meaning of a problem to solve. Although this interactive meaning-making process is critical to real-world problem solving, little research has been devoted to understanding the nature of interactive problem-framing or how to support students in framing problems effectively. Therefore, in this paper, we attempt to approach problem-framing from the perspective of cognitive theories focused on situated interactivity and propose a synthesized conceptual model based on the interaction of agents and context. We argue that solving a real-world problem involves a process of building it (the problem) by interactively shaping distributed situational resources into structures of meaning aimed towards the resolution of perceived contradictions. Using the key elements of the model, we also propose opportunities for future empirical research and possible implications for instructional design that can help facilitate the development of students' abilities to meaningfully frame problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01