東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Enhancing students' higher order thi...

Kim, Nam Ju.

Linked to FindBook

Google Book

Amazon

博客來

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning./
Author:	Kim, Nam Ju.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	271 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257538
ISBN:	9781369597189

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning.
Kim, Nam Ju.

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 271 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2017.

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

ISBN: 9781369597189Subjects--Topical Terms:

517670
Educational technology.

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning.
LDR:02373nmm a2200301 4500 001 2124851
005 20171027132944.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369597189
035 $a (MiAaPQ)AAI10257538
035 $a AAI10257538
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kim, Nam Ju. $3 3286874
245 1 0 $a Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 271 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Brian R. Belland.
502 $a Thesis (Ph.D.)--Utah State University, 2017.
520 $a This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.
590 $a School code: 0241.
650 4 $a Educational technology. $3 517670
650 4 $a Science education. $3 521340
650 4 $a Instructional design. $3 3172279
690 $a 0710
690 $a 0714
690 $a 0447
710 2 $a Utah State University. $b Instructional Technology. $3 1026135
773 0 $t Dissertation Abstracts International $g 78-07A(E).
790 $a 0241
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257538