Contrasting Perspectives and Performance of High School Students on Problem Solving in Real World, Situated, and School Contexts

By Murad Jurdak. 2006

88 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/526c7c61b6810101346fd1d0bc1b0d95e4b6c5f8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

PUTTING CONTEXT IN CONTEXT: AN EXAMINATION OF THE EVIDENCE FOR THE BENEFITS OF ‘CONTEXTUALISED’ TASKS (2011, background): “Jurdak (2006) did not specify exclusions but defined situated problems as simulating real-world problem solving in that they are “meaningful, purposeful and goal-directed” (p. 248).”
Authentic Problem Solving and Learning in the 21st Century (2015, background): “This makes a strong quantitative empirical contribution to extant literature that advocates the potential of authentic tasks for enhancing positive learning dispositions—particularly motivation and engagement—in students (e.g. Jurdak 2006; Kocyigit and Zembat 2013; Norton 2006).”
An ideology critique of the use-value of mathematics (2013, background): “When researchers are confronted with difficulties in transfer, they proceed by 7 A remarkable example is given by Jurdak (2006).”
Cultural-historical activity theory: Vygotsky’s forgotten and suppressed legacy and its implication for mathematics education (2012, background): “Merely analysing what happens in mathematics classrooms without taking into account schooling in the way many scholars do (e.g., Jurdak 2006) is a logical contradiction in the context of cultural-historical activity theory.”
An overview of cultural historical activity theory (CHAT) use in classroom research 2000 to 2009 (2012, background): “Examples include Jurdak’s ( 2006 ) study that involved the introduction of “real world” problems: car loan task, cell phone task, and BMI (body mass index) tasks as mathematics activities given to a tenth grade class.”
The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum (2016, background): “92 activity because it “suggests mystical activity” (Leedy and Ormrod, 2014, p141-190). Research designs are either classified as qualitative, quantitative research or mixed method. Method of research is generally believed to reside in paradigms and communities of scholars (Cohen, 2011, p4). Kuhn (1”