Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/853
Title: Teaching for Versus Through Problem Solving: Impact on Teaching and Learning.
Authors: Raes, Annelies
Vanneste, Pieter
Vens, Celine
Depaepe, Fien
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Raes, A., Vanneste, P., Vens, C., & Depaepe, F. (2018). Teaching for Versus Through Problem Solving: Impact on Teaching and Learning.. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This paper presents the results of a quasi-experimental study with third bachelor students in Medicine comparing the teaching for problem solving and teaching through problem solving condition. This study focuses both on the outcome and process effects. On the cognitive level this includes students’ conceptual learning gain. On the affective level this includes students’ experienced motivation both in the instruction phase and the problem-solving phase. This study complements previous research by taking a zoomed-in perspective including multimodal data streams (i.e. audiovisual, self-report, logdata and psycho-physiological data) to fully understand the effects on the teaching and learning mechanisms. Although we did not find statistically significant effects regarding the conceptual understanding, the results of the affective outcome and process variables are consistent with the growing body of evidence that generating solutions to novel problems prior to instruction can improve deeper learning and can make teaching more interactive and student-centered.
URI: https://doi.dx.org/10.22318/cscl2018.408
https://repository.isls.org//handle/1/853
Appears in Collections:ICLS 2018

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