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|Title:||Let Kids Solve Wicked Problems... Why Not?!|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Lam, R. & Low, M. (2016). Let Kids Solve Wicked Problems... Why Not?! In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.|
|Abstract:||We describe the first iteration of design experiments that aim to assess an instructional framework we call Preparation for Future Collaboration, which consists of three main phases of learning activity: 1) individual cognitive preparation in the content to-be-learned, 2) discussion/collaboration of ideas generated during preparation, and 3) direct instruction. We conducted an experimental study in situ in three fourth-grade classes in a public school in Singapore, manipulating the way that students prepared for a collaborative activity in a topic in environmental education. Future analyses will include using measures of student artifacts to assess the effectiveness of different forms of preparation on both the process of learning and post-activity outcomes. In this paper, we share two cases to illustrate student ability to generate solutions to a wicked problem.|
|Appears in Collections:||ICLS 2016|
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