Perspectives on problem solving and instruction

Computers and Education

Volumn 64, Issue , 2013, Pages 153-160

  van Merriënboer, Jeroen J G ^a  

^a MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Complex learning; Instructional design; Problem solving

Indexed keywords

COMPUTER SCIENCE; EDUCATION;

COMPLEX LEARNING; EXPERTISE DEVELOPMENT; INSTRUCTIONAL DESIGN MODEL; INSTRUCTIONAL DESIGNS; PROBLEM SOLVING SKILLS; REAL-LIFE PROBLEMS; STRUCTURED PROBLEMS;

PROBLEM SOLVING;

EID: 84874282113     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2012.11.025     Document Type: Article

References (49)

1. Anderson, J.R., The architecture of cognition. 1983, Harvard University Press, Cambridge, MA.
2. Anderson, J.R., Rules of the mind. 1993, Lawrence Erlbaum Associates, Hillsdale, NJ.
3. Baddeley, A., Working memory. Science 255 (1992), 556–559.
4. Baddeley, A., The episodic buffer: a new component of working memory?. Trends in Cognitive Sciences 4 (2000), 417–422.
5. Balzer, W.K., Doherty, M.E., O'Connor, R., Effects of cognitive feedback on performance. Psychological Bulletin 106 (1989), 410–433.
6. Butler, D.L., Winne, P.H., Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 65 (1995), 245–281.
7. Collins, A., Brown, J.S., Newman, S.E., Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics. Resnick, L.B., (eds.) Knowing, learning, and instruction: Essays in honor of Robert Glaser, 1989, Lawrence Erlbaum Associates, Hillsdale, NJ, 453–493.
8. Cowan, N., The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behavioral and Brain Sciences 24 (2001), 87–114.
9. De Jong, A.J.M., van Joolingen, W.R., Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research 68 (1998), 179–201.
10. Dreyfus, S.E., Dreyfus, H.L., A five-stage model of the mental activities involved in directed skill acquisition. (Technical report ORC-80-2), 1980, Operations Research Center, University of California, Berkeley, CA.
11. Fitts, P.M., Posner, M.I., Human performance. 1967, Brooks and Cole, Oxford, UK.
12. Frederiksen, N., Implications of cognitive theory for instruction in problem solving. Review of Educational Research 54 (1984), 363–407.
13. Gagné, R.M., The conditions of learning. 1980, Holt, Rinehart, & Winston, New York.
14. Gick, M.L., Holyoak, K.J., Analogical problem solving. Cognitive Psychology 12 (1980), 306–356.
15. Jonassen, D.H., Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development 45 (1997), 65–94.
16. Jonassen, D.H., Designing constructivist learning environments. Reigeluth, C.M., (eds.) Instructional design theories and models: A new paradigm of instructional theory, Vol. 2, 1999, Lawrence Erlbaum Associates, Mahwah, NJ, 215–239.
17. Jonassen, D.H., Toward a design theory of problem solving. Educational Technology Research and Development 48 (2000), 63–85.
18. Jonassen, D.H., Case-based reasoning and instructional design: using stories to support problem solving. Educational Technology Research and Development 50 (2002), 65–77.
19. Jonassen, D.H., Designing for decision making. Educational Technology Research and Development 60 (2012), 341–359.
20. Jonassen, D.H., Ionas, I.G., Designing effective supports for causal reasoning. Educational Technology Research and Development 56 (2008), 287–308.
21. Kahneman, D., Thinking, fast and slow. 2011, Farrar, Straus and Giroux, New York.
22. Kalyuga, S., Ayres, P., Chandler, P., Sweller, J., The expertise reversal effect. Educational Psychologist 38:1 (2003), 23–31.
23. Kirschner, P.A., Sweller, J., Clark, R.E., Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 46:2 (2006), 75–86.
24. Loyens, S., Kirschner, P.A., Paas, F., Problem-based learning. Graham, S., Bus, A., Major, S., Swanson, L., (eds.) Applications to learning and teaching APA educational psychology handbook, Vol. 3, 2011, American Psychological Association, Washington, DC.
25. McCarthy, B., About learning. 1996, Excell Inc, Barrington, IL.
26. Merrill, M.D., First principles of instructional design. Educational Technology Research and Development 50 (2002), 43–59.
27. Miller, G.A., The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review 63 (1956), 81–97.
28. Newell, A., Rosenbloom, P., Mechanisms of skill acquisition and the law of practice. Anderson, J.R., (eds.) Cognitive skills and their acquisition, 1981, Lawrence Erlbaum Associates, Hillsdale, NJ, 1–55.
29. Newell, A., Simon, H.A., Human problem solving. 1972, Prentice-Hall, Englewood Cliffs, NJ.
30. Paas, F., van Merriënboer, J.J.G., Variability of worked examples and transfer of geometrical problem-solving skills: a cognitive-load approach. Journal of Educational Psychology 86 (1994), 122–133.
31. Popper, K., All life is problem solving. 1999, Routledge, London, UK.
32. Renkl, A., Atkinson, R.K., Structuring the transition from example study to problem solving in cognitive skill acquisition: a cognitive load perspective. Educational Psychologist 38 (2003), 15–22.
33. Schank, R.C., Berman, T.R., MacPerson, K.A., Learning by doing. Reigeluth, C.M., (eds.) Instructional design theories and models: A new paradigm of instructional theory, Vol. 2, 1999, Lawrence Erlbaum Associates, Mahwah, NJ, 161–181.
34. Schneider, W., Shiffrin, R.M., Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review 84 (1977), 1–66.
35. Shiffrin, R.M., Schneider, W., Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review 84 (1977), 127–190.
36. Sweller, J., Cognitive load during problem solving: effects on learning. Cognitive Science 12 (1988), 257–285.
37. Sweller, J., Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science 32 (2004), 9–31.
38. Sweller, J., Ayres, P., Kalyuga, S., Cognitive load theory. 2011, Springer, New York.
39. Sweller, J., Clark, R.E., Kirschner, P.A., Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics. Notices of the AMS 57:10 (2010), 1303–1304.
40. Sweller, J., van Merriënboer, J.J.G., Paas, F., Cognitive architecture and instructional design. Educational Psychology Review 10 (1998), 251–296.
41. Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., Paas, F., Attention guidance during example study via the model's eye movements. Computers in Human Behavior 25 (2009), 785–791.
42. Van Gog, T., Paas, F., van Merriënboer, J.J.G., Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction 16 (2006), 154–164.
43. Van Gog, T., Paas, F., van Merriënboer, J.J.G., Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction 18 (2008), 211–222.
44. Van Gog, T., Paas, F., van Merriënboer, J.J.G., Witte, P., Uncovering the problem-solving process: cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology: Applied 11 (2005), 237–244.
45. Van Merriënboer, J.J.G., Strategies for programming instruction in high school: program completion vs. program generation. Journal of Educational Computing Research 6 (1990), 265–285.
46. Van Merriënboer, J.J.G., Training complex cognitive skills. 1997, Educational Technology Publications, Englewood Cliffs, NJ.
47. Van Merriënboer, J.J.G., Kirschner, P.A., Ten steps to complex learning. 2nd rev. ed., 2013, Routledge, New York.
48. Van Merriënboer, J.J.G., Sweller, J., Cognitive load theory and complex learning: recent developments and future directions. Educational Psychology Review 17 (2005), 147–177.
49. Van Merriënboer, J.J.G., Sweller, J., Cognitive load theory in health professional education: design principles and strategies. Medical Education 44 (2010), 85–93.