The role of metacognitive skills in learning to solve problems

More documents

Recommendations

Info

$Learning LATEX by Doing$

Chapter 3 KM QUEST The goal of this chapter is to give the rationale for using the simulationgame KM Quest in order to investigate the research questions formulated in chapter 1. This chapter consists of two parts. First, an exploratory feasibility study 1 is presented concerning the effects of a paper-based game for the domain of knowledge management. The goal of this formative study is to investigate the characteristics of an educational gaming environment to inform the development of an electronic learning environment. The conclusion is that the game setup is effective: it triggers the respondents to think about knowledge management. Second, the final version of KM Quest is described which was developed in the KITS project 2 . It is made clear that KM Quest meets with the principles of constructivism. Moreover, this learning environment contains a sophisticated task model that prescribes how to solve KM problems. The inclusion of this task model permits testing the effects of such a model as a means of support for learning and problem solving in the domain of KM. 3.1 Introduction In this chapter KM Quest is described. This is a gaming-simulation learning environment for the domain of Knowledge Management (KM). The objective of this chapter is to show that this environment is suitable 1 Christoph, L.H., van der Tang, F. & de Hoog, R. (2001). Intuitive knowledge management strategies. Proceedings of the 2nd European conference on knowledge management (ESC). Bled, Slovenia. p.105 - 120. 2 EC funded project IST-1999-13078 with the following partners: University of Twente, The Netherlands; Tecnopolis Csata Novus Ortus S.c.r.l., Italy; Cibit BV, The Netherlands; Gie EADS CCR, France; ECLO, UK and the University of Amsterdam, The Netherlands 39
Page 1 and 2: The role of metacognitive skills in
Page 3 and 4: The role of metacognitive skills in
Page 5 and 6: Contents 1. INTRODUCTION 1 2. THEOR
Page 7: Contents ix 6. STUDY III: ADDED VAL
Page 10 and 11: xii Rienke Schutte, zonder de medew
Page 12 and 13: 2 in realistic settings and everyda
Page 14 and 15: 4 use a trade-off between efforts i
Page 16 and 17: 6 of this thesis are described. In
Page 18 and 19: 8 First an overview of relevant lit
Page 20 and 21: 10 In research concerning reading a
Page 22 and 23: 12 problem has actually been found
Page 24 and 25: 14 or whether domain specific metac
Page 26 and 27: 16 learners should be able to artic
Page 28 and 29: 18 piece of origami paper. Both mat
Page 30 and 31: 20 tion given to the problem solver
Page 32 and 33: 22 is rather directive. It does not
Page 34 and 35: 24 The problem solver has declarati
Page 36 and 37: 26 problem and the fact that studen
Page 38 and 39: 28 learn from them. In terms of Jan
Page 40 and 41: 30 This model is called DORMOBILE (
Page 42 and 43: 32 Second, the meta-level in proble
Page 44 and 45: 34 Figure 2.8. Theoretical model of
Page 46 and 47: 36 task-level. In order to keep the
Page 50 and 51: 40 for answering the research quest
Page 52 and 53: 42 Developing knowledge: developmen
Page 54 and 55: 44 KM, but one can assume they had
Page 56 and 57: 46 Learning goals include the acqui
Page 58 and 59: 48 Figure 3.3. The four layers of i
Page 60 and 61: 50 Christoph & Kruizinga, 2002). Th
Page 62 and 63: 52 choose whether or not they want
Page 64 and 65: 54 Declarative knowledge General Wh
Page 66 and 67: 56 given in the next quarter about
Page 68 and 69: 58 4.1 Introduction In this chapter
Page 70 and 71: 60 In order to explore how students
Page 72 and 73: 62 prior to task performance with o
Page 74 and 75: 64 of learning on an individual lev
Page 76 and 77: 66 4.2.4 Procedure Students started
Page 78 and 79: 68 Pre-test Post-test Mean SD N Mea
Page 80 and 81: 70 Figure 4.1. Mean game results of
Page 82 and 83: 72 deviations did occur. Third, the
Page 84 and 85: 74 4.3.4 ANALOG Regarding the proce
Page 86 and 87: 76 tial view, symbols are used that
Page 88 and 89: 78 Statistics The statistics tab gi
Page 90 and 91: 80 Figure 4.6. Screen shot of the t
Page 92 and 93: 82 Figure 4.8. Total time spent for
Page 95 and 96: Chapter 5 STUDY II: LEARNING REVISI
Page 97 and 98: Study II: learning revisited 87 the
Page 99 and 100:
Study II: learning revisited 89 Fig
Page 101 and 102:
Study II: learning revisited 91 end
Page 103 and 104:
Study II: learning revisited 93 1 =
Page 105 and 106:
Study II: learning revisited 95 hig
Page 107 and 108:
Study II: learning revisited 97 Fig
Page 109 and 110:
Study II: learning revisited 99 man
Page 111 and 112:
Chapter 6 STUDY III; ADDED VALUE OF
Page 113 and 114:
Study III: added value of the task
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Chapter 7 CONCLUSIONS 7.1 Introduct
Page 161 and 162:
Conclusions 151 KM model and its co
Page 163 and 164:
Conclusions 153 When taking the mor
Page 165:
Conclusions 155 Another effect of t
Page 168 and 169:
158 Figure A.1. The FOCUS phase in
Page 170 and 171:
160 Figure A.3. The IMPLEMENT phase
Page 173 and 174:
Chapter 8 SUMMARY In the world of e
Page 175 and 176:
Summary 165 be an improvement. In c
Page 177 and 178:
Summary 167 In chapter 5 the result
Page 179:
Summary 169 self-reported measureme
Page 182 and 183:
172 het objectniveau in het proces
Page 184 and 185:
174 kunnen worden. Dit model is ver
Page 186 and 187:
176 De conclusies van deze studie z
Page 188 and 189:
178 en transfer ondersteunen. De ve
Page 190 and 191:
180 Brown, J., Collins, A., and Dug
Page 192 and 193:
182 Jansweijer, W., Elshout, J., an
Page 194 and 195:
184 Schoenfeld, A. (1985). Mathemat
Page 197 and 198:
SIKS Dissertatiereeks 1998-1 Johan
Page 199 and 200:
2002-01 Nico Lassing (VU) Architect
Page 201 and 202:
2004-06 Bart-Jan Hommes (TUD) The E
Page 205:
Curriculum Vitae Noor Christoph was
show all

The role of metacognitive skills in learning to solve problems

Create successful ePaper yourself

Delete template?

Save as template?