Strategies for the work with diagnostic problems within complex learning environments;Strategien zur bearbeitung von diagnoseproblemen in komplexen lernumgebungen

Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie

Volumn 29, Issue 1, 1997, Pages 62-82

  Fischer, Frank ^a   Gräsel, Cornelia ^a   Kittel, Alexander ^a   Mandl, Heinz ^a  

^a UNIVERSITY OF MUNICH   (Germany)

Author keywords

Complex learning environments; Diagnostic strategies; Problem based learning; Worked out examples

Indexed keywords

EID: 3943091241     PISSN: 00498637     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (49)

1. Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
2. Barrows, H. S. & Pickell, G. C. (1991). Developing clinical problem-solving skills. A guide to more effective diagnosis and treatment. New York: Norton.
3. Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K. & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale: Erlbaum.
4. Brown, J. S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
5. Cognition and Technology Group at Vanderbilt (1992). An anchored instruction approach to cognitive skill acquisition. In J. W. Regian & V. J. Shute (Eds.), Cognitive approaches to automated instruction (pp. 135-170). Hillsdale: Erlbaum.
6. Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction. Essays in the honour of Robert Glaser (pp. 453-494). Hillsdale: Erlbaum.
7. Eddy, D. M. & Clanton, C. H. (1982). The art of diagnosis. Solving the clinicopathological exercise. The New England Journal of Medicine, 306, 1263-1268.
8. Elstein, A. S., Shulman, L. S. & Sprafka, S. A. (1978). Medical problem-solving: An analysis of clinical reasoning. Cambridge: Harvard University Press.
9. Fischer, F., Gräsel, C., Kittel, A. & Mandl, H. (1996). Entwicklung und Untersuchung eines computerbasierten Mappingverfahrens zur Strukturierung komplexer Information. Psychologie in Erziehung und Unterricht, 43, 266-280.
10. Fischer, F., Kittel, A., Gräsel, C. & Mandl, H. (im Druck). Analyzing and enhancing diagnostic processes in medicine. In S. Castaneda (Ed.), Intellectual development and teaching in sciences, arts, and techniques at the threshold of the XXI century: An international perspective.
11. Friedrich, H. F. (1995). Train̄ing und Transfer reduktiv-organisierender Strategien für das Lernen mit Texten. Münster: Aschendorff.
12. Friedrich, H. F. & Mandl, H. (1992). Lern- und Denkstrategien - ein Problemaufriß. In H. Mandl & H. F. Friedrich (Hrsg.), Lern- und Denkstrategien. Analyse und Intervention (S. 3-54). Göttingen: Hogrefe.
13. Gaba, D. M. (1992). Dynamic decision-making in anesthesiology: Cognitive models and training approaches. In D. A. Evans & V. L. Patel (Eds.), Advanced models of cognition for medical training and practice (pp. 123-147). New York: Springer.
14. Gaba, D. M. (1994). Human work environment and simulators. In R. D. Miller (Ed.), From anesthesia (pp. 2635-2679). New York: Churchill Livingstone.
15. Gerstenmaier, J. & Mandl, H. (1995). Wissenserwerb unter konstruktivistischer Perspektive. Zeitschrift für Pädagogik, 41, 867-888.
16. Gräsel, C. (im Druck). Strategien beim problemorientierten Lernen: Analyse und Förderung. Eine Studie mit einem computerunterstützten Lernprogramm aus der Medizin. Göttingen: Hogrefe.
17. Gräsel, C. & Mandl, H. (1993). Förderung des Erwerbs diagnostischer Strategien in fallbasierten Lernumgebungen. Unterrichtswissenschaft, 21, 355-370.
18. Groen, G. J. & Patel, V. L. (1988). The relationship between comprehension and reasoning in medical expertise. In M. T. H. Chi, R. Glaser & M. J. Farr (Eds.), The nature of expertise (pp. 287-310). Hillsdale: Erlbaum.
19. Gruber, H., Law, L.-C., Mandl, H. & Renkl, A. (1995). Situated learning and transfer. In P. Reimann & H. Spada (Eds.), Learning in humans and machines: Towards an interdisciplinary learning science (pp. 168-188). Oxford: Pergamon.
20. Hmelo, C. E. (1994). Development of independent learning and thinking: A study of medical problem-solving and problem-based learning. Unpublished doctoral dissertation, Vanderbilt University, Nashville, TN.
21. Kassirer, J. P. (1989). Diagnostic reasoning. Annals of Internal Medicine, 110, 893-900.
22. Kassirer, J. P. (1995). Teaching problem-solving - how are we doing? The New England Journal of Medicine, 332, 1507-1509.
23. Kassirer, J. P. & Kopelman, R. I. (1991). Learning clinical reasoning. Baltimore: Williams & Wilkins.
24. Leutner, D. (1992). Adaptive Lehrsysteme. Weinheim: Psychologie Verlags Union.
25. Lyon, H. D., Healy, J. C., Bell, J. R., O'Donnell, J. F., Shulth, E. K., Wigton, R. S., Hirai, F. & Beck, J. R. (1990). PlanAlyzer. Cases on Hematology. Hanover: Dartmouth Medical School.
26. Mandl, H., Gruber, H. & Renkl, A. (1993a). Misconceptions and knowledge compartmentalization. In G. Strube & K. F. Wender (Eds.), The cognitive psychology of knowledge (pp. 161-176). Amsterdam: North-Holland.
27. Mandl, H., Gruber, H. & Renkl, A. (1993b). Neue Lernkonzepte für die Hochschule. Das Hochschulwesen, 41, 126-130.
28. Newell, A. & Simon, H. A. (1972). Human problem solving. Englewood Cliffs: Prentice-Hall.
29. Njoo, M. K. H. & de Jong, T. (1993). Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 3, 821-844.
30. Norman, G. R. (1988). Problem-solving skills, solving problems and problem-based learning. Medical Education, 22, 279-286.
31. Patel, V. L., Evans, D. A. & Groen, G. J. (1989). Biomedical knowledge and clinical reasoning. In D. A. Evans & V. L. Patel (Eds.), Cognitive science in medicine: Biomedical modeling (pp. 34-52). Cambridge: MIT Press.
32. Patel, V. L., Evans, D. A. & Kaufman, D. R. (1989). A cognitive framework for doctor-patient interaction. In D. A. Evans & V. L. Patel (Eds.), Cognitive science in medicine: Biomedical modeling (pp. 53-112). Cambridge: MIT Press.
33. Patel, V. L. & Groen, G. J. (1991) Developmental accounts of the transition from medical student to doctor: Some problems and suggestions. Medical Education, 25, 143-157.
34. Patel, V. L. &. Groen, G. J. (1992). Cognitive frameworks for clinical reasoning: Application for training and practice. In D. A. Evans & V. L. Patel (Eds.), Advanced models of cognition for medical training and practice (pp. 193-211). New York: Springer.
35. Patel, V. L., Groen, G. J. & Arocha, J. F. (1990). Medical expertise as a function of task difficulty. Memory and Cognition, 18, 394-406.
36. Patel, V. L., Groen, G. J. & Norman, G. R. (1993). Reasoning and instruction in medical curricula. Cognition and Instruction, 10, 335-378.
37. Pirolli, P. & Anderson, J. R. (1985). The role of learning from examples in the acquisition of recursive programming skills. Canadian Journal of Psychology, 39, 240-272.
38. Recker, M. M. & Pirolli, P. (1995). Modelling individual differences in students' learning strategies. The Journal of the Learning Sciences, 4, 1-38.
39. Reinmann-Rothmeier, G. & Mandl, H. (im Druck). Wissensvermittlung: Ansätze zur Förderung des Wissenserwerbs. In F. Klix & H. Spada (Hrsg.), Enzyklopädie der Psychologie (C/II/7). Göttingen: Hogrefe.
40. Renkl, A. (1995). Learning from worked-out examples: A study on interindividual differences (Forschungsbericht Nr. 51). München: Ludwig-Maximilians-Universität, Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
41. Renkl, A., Gruber, H., Mandl, H. & Hinkofer, L. (1994). Hilft Wissen bei der Identifikation und Kontrolle eines komplexen ökonomischen Systems? Unterrichtswissenschaft, 22, 195-202.
42. Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16 (9), 13-20.
43. Resnick, L. B., Levine, J. M. & Teasley, S. D. (Eds.). (1993). Perspectives on socially shared cognition. Washington: American Psychological Association.
44. Salomon, G. (Ed.). (1993). Distributed cognition: Psychological and educational considerations. Cambridge: Cambridge University Press.
45. Schmidt, H. G., Norman, G. R. & Boshuizen, H. P. A. (1990). A cognitive perspective on medical expertise: Theory and implications. Academic Medicine, 65, 611-621.
46. Stark, R., Graf, M., Renkl, A., Gruber, H. & Mandl, H. (1995). Förderung von Handlungskompetenz durch geleitetes Problemlösen und multiple Lernkontexte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 27, 289-312.
47. Sweller, J. (1988). Cognitive load during problem-solving: Effects on learning. Cognitive Science, 12, 257-285.
48. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
49. Tarmizi, J. A. & Sweller, J. (1988). Guidance during mathematical problem-solving. Journal of Educational Psychology, 4, 424-436.