A Handbook for Designing Problem-Solving Learning Environments
This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is...
Published September 7th 2010 by Routledge
Problem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the...
Published June 11th 2007 by Routledge
Task Analysis Methods for Instructional Design is a handbook of task analysis and knowledge elicitation methods that can be used for designing direct instruction, performance support, and learner-centered learning environments. To design any kind of instruction, it is necessary to articulate a...
Published October 1st 1998 by Routledge
Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more...
Published September 1st 1993 by Routledge
Techniques for Representing, Conveying, and Acquiring Structural Knowledge
This book introduces the concept of a hypothetical type of knowledge construction -- referred to as structural knowledge -- that goes beyond traditional forms of information recall to provide the bases for knowledge application. Assuming that the validity of the concept is accepted, the volume...
Published February 1st 1993 by Routledge
This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity...
Published October 1st 1992 by Routledge