Harcourt mathematics 11 ebooking6/10/2023 Then, we present an experimental study investigating its validity against adapted protocol analysis (Ericsson & Simon, 1984). In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems.
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