The Effect of the Types of Learning Material and Epistemological Beliefs in an Ill-structured Problem Solving

서지정보

· 발행기관 : 한국교육공학회
· 수록지 정보 : Educational Technology International / 16권 / 2호
· 저자명 : Suna OH, Yeonsoon KIM, Sungkwan KANG

목차

Introduction
Methods
Results
Discussion
References

초록

This study investigated the effect of learning achievements and cognitive load according to differenttypes of presenting learning materials and epistemological beliefs (EB). Learning achievements in thisstudy were composed by retention and transfer of ill-structured problem. A total of 80 collegestudents participated in the study. Prior to the learning, students were guided to fill out a questionnaireregarding epistemological beliefs and a prior knowledge test. The students of each group studied witha different type of reading material: full text (FT), full text including key questions (KeyFT) and fulltext including a concept map (CmFT). After a session of study was finished, they were asked tocomplete the posttest: retention and transfer. The results showed that there was a significantdifference in transfer achievements. CmFT outperformed higher scores than the other types. Therewas no significant difference in retention among the groups. It is strongly believed that the types ofpresenting learning materials may have affected the understanding of ill-structured problem solvingskills. Students with sophisticated EB showed higher achievements on retention and transfer thannaïve-EB and mixed-EB. Even though the data showed decrease of the cognitive load on the type ofmaterials and EB, there were no significant differences on the cognitive load. We should consider apositive effect of types of presenting learning materials and EB enhancing capabilities of solving illstructuredproblems in real life.

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