Predictors of well-structured and ill-structured problem solving in an astronomy simulation

By Namsoo Shin, David H. Jonassen, S. McGee. 2003

369 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b43c99eaaf519c0bbf816652ea243f961ff382d0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

An Analysis on the Relationship between Lecturers' Competencies and Students' Satisfaction. (2013, background): “This supports the need for experienced professional lecturers to increase the student’s satisfaction level (Shin et al., 2003).”
Simulation-Based Learning in Higher Education: A Meta-Analysis (2020, background): “Shin et al. (2003) emphasize the differences between well-and ill-structured problems.”
Arguing to learn and learning to argue: design justifications and guidelines (2010, positive): “problem-solving ability, especially for ill-structured problems (Cho and Jonassen 2003; Hong et al. 2003).”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Design guideline 4: provide explicit directions on initiating engagement When students have limited prior knowledge and experience, misconceptions and naı̈ve assumptions may influence their SCL processes (Moos and Azevedo 2008; Shin et al. 2003).”
Teaching for transfer of core/key skills in higher education: Cognitive skills (2007, background): “Metacognitive skills were needed by 9th grade US school students solving ill-structured astronomical problems, according to Skin et al. (2003) , along with science values and attitudes, whereas these skills did not predict solving well-structured astronomical problems; domain knowledge and ‘justifi”
Communication patterns in computer mediated versus face-to-face group problem solving (2001, background): “Hong, Jonassen, and McGee (in press) found that solving illstructured problems in a simulation called on different skills than well-structured problems, including metacognition and argumentation.”
Matching Higher-Order Cognitive Skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course (2007, background): “Several ‘composite-type’ models of, and/or associated with, the PS process in relation to its cognitive functions have been put forward (Newell and Simon, 1972; Tsaparlis, 1998; Shin et al., 2003; Stamovlasis and Tsaparlis, 2003, 2005).”
Problem‐based learning: Using ill‐structured problems in biology project work (2006, background): “Shin, Jonassen, and McGee (2003) found that solving well-structured and ill-structured problems engaged slightly different skills.”
Undergraduate Students' Beliefs about Engineering Problem Solving (2016, background): “Shin, Jonassen, and McGee (2003) stated that “Problem solving, in most educational settings, involves the presentation and solution of well-structured textbook problems that do not resemble the ill-structured problems encountered in the everyday and professional contexts” (p. 6).”