Using Cognitive Tools to Represent Problems

By David H. Jonassen. 2003

320 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4bde7924c9bd6ab852da7ebf70150a5c29acda62

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills (2015, background): “Rule application is an outward expression of the solvers' representation of the problem, which is crucial in problem solving (Gick, 1986; Jonassen, 2000; 2003).”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Through these processes, drawing activities allow students to manage, organize, and explore the to-be-learned content (Fan 2015; Jonassen 2003).”
Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments (2011, background): “Students participating in PBL units often represent problems based on surface-level details in the initial problem description (Ge and Land 2004; Jonassen 2003 ).”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “Jonassen noted that meaningful use comprises using the computer as a ‘mindtool’which enables students to achieve higher levels of thinking by reducing the cognitive load required to visualize and represent problems (Jonassen, 2003).”
ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES (2014, unknown): “While secondary school students have a tendency to identify the main controversies of a given SSI, in the absence of guided intervention, they tend to do so at a surface level (Jonassen, 2003) and have difficulties to creating connections between claims and evidence (Cho & Jonassen, 2002).”
Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad (2011, background): “Unlike real-time CMC, asynchronous communication gives students more time to reflect on their ideas, which fosters critical thinking (e.g., Abrams, 2005; Arnold & Ducate, 2006; Jonassen, 2003; Lamy & Goodfellow, 1999).”