University of Oulu

Jimmy Frerejean, Gerdo J. Velthorst, Johan L.H. van Strien, Paul A. Kirschner, Saskia Brand-Gruwel, Embedded instruction to learn information problem solving: Effects of a whole task approach, Computers in Human Behavior, Volume 90, 2019, Pages 117-130, ISSN 0747-5632, https://doi.org/10.1016/j.chb.2018.08.043

Embedded instruction to learn information problem solving : effects of a whole task approach

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Author: Frerejean, Jimmy1; Velthorst, Gerdo J.2; van Strien, Johan L.H.1,3;
Organizations: 1Welten Institute, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT, Heerlen, Netherlands
2Iselinge University of Professional Teacher Education, Bachlaan 11, 7002 MZ, Doetinchem, Netherlands
3Universiteit Utrecht, Heidelberglaan 1, 3584 CS, Utrecht, Netherlands
4LET Research Unit, University of Oulu, Pentti Kaiteran katu 1, 90014 Oulu, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2019060618856
Language: English
Published: Elsevier, 2019
Publish Date: 2020-08-25
Description:

Abstract

In contemporary education, students often need to use the Internet to find information for solving a problem and completing a learning task. Teachers assume that students are sufficiently skilled to do so, but research shows the skills necessary for effective information problem solving (IPS) are more often than not underdeveloped. This paper presents a study on embedded IPS training consisting of whole IPS tasks integrated in a 20-week course on vocabulary development, and its effects on student teachers' IPS skills. Skill measurements show that student teachers receiving the training search and select information more systematically in the short term, but their search queries, sources, and solutions are not of significantly higher quality than those of student teachers who received the regular course without IPS training. In addition, the improvements were no longer visible after five weeks. The training therefore succeeded in developing cognitive strategies for approaching an information problem, but did not create lasting improvements in all aspects of the IPS skill. Methodological and practical implications are discussed.

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Series: Computers in human behavior
ISSN: 0747-5632
ISSN-E: 0747-5632
ISSN-L: 0747-5632
Volume: 90
Pages: 117 - 130
DOI: 10.1016/j.chb.2018.08.043
OADOI: https://oadoi.org/10.1016/j.chb.2018.08.043
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Copyright information: © 2018. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.
  https://creativecommons.org/licenses/by-nc-nd/4.0/