کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
352544 618598 2015 16 صفحه PDF سفارش دهید دانلود رایگان
عنوان انگلیسی مقاله ISI
Models of learning progress in solving complex problems: Expertise development in teaching and learning
ترجمه فارسی عنوان
مدل پیشرفت یادگیری در حل مسائل پیچیده: توسعه تخصص در آموزش و یادگیری
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کلمات کلیدی
یادگیری پیشرفت؛ تغییر شناختی؛ حل مسئله، مدل های ذهنی؛ کلاس پنهان
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• The current study shifts the focus of expertise development to problem-solving situations (i.e., task level) in the classroom and examines how short-term changes can lead to expertise.
• The current study explored potential models of learning progress in solving ill-structured, complex problem situations in a classroom setting.
• One hundred forty-three written responses to a problem situation were analyzed to validate the model.
• The validation analysis using C-LCDM demonstrated that the three-stage model better explained cognitive changes in solving complex problems.

This study proposes that learning is a process of transitioning from one stage to another stage within a knowledge base that features concepts and relations. Drawing on the theories of expertise, this study explored two different models of learning progress (i.e., three- and two-stage models) in the context of classroom learning and identified a model that was a good fit to the data. Participants in this investigation included 136 students and 7 professors from six different universities in the United States. In order to detect and validate stages of learning progress in participants' written responses to an ill-structured and complex problem scenario, this study utilized Exploratory Factor Analysis (EFA) and the Continuous Log-Linear Cognitive Diagnostic Model (C-LCDM) method (Bozard, 2010). The results demonstrate that the three latent classes matched the three stages of the three-stage model. This study provides an account of a diagnostic model of learning progress and associated assessment methods, yet further studies are required to investigate different conditions.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 42, July 2015, Pages 1–16
نویسندگان
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