Abstract
In the problem solving learning of database management and application course, whenever the novice students can follow and perform cannot ensure that they can really understand why they do so. The gaps between doing and knowing may hinder students from solving further database applications problems. So the study conducts the self-explanation prompts to elicit students’ reflection-on-action of problem solving learning tasks. To explore students’ reflective self-explanations, the opportunities for reducing the gaps between doing and knowing emerge and use it to design peer scaffoldings. To achieve appropriate peer tutoring scaffolding, students also need to report their social relationships and peers’ interdependency. The aim of this study is to propose the experiential problem solving learning framework and double-spiral model to provide students with self-explanation prompts and analyze students’ problem solving processes through the human-centered computing system. On the visualized information, teachers play the role of weak-tie to link clusters of students through identifying the weak-tie among clusters emerged from students’ reflection and social relationships data. Based on the selected weak-tie, teachers can recommend peer tutors for students to support their problem solving learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Chen, C.: Teaching problem solving and database skills that transfer. Journal of Business Research 63(2), 175–181 (2010)
Chen, C.H.: Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts. Computers and Education 55(1), 292–303 (2010)
Chi, M.T.H., de Leeuw, N., Chiu, M.-H., La Vancher, C.: Eliciting self-sxplanations improves understanding. Cognitive Science 18, 439–477 (1994)
Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., Glaser, R.: Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science 13(2), 145–182 (1989)
Duch, B.J., Groh, S.E., Allen, D.E.: The power of problem-based learning: A Practical “How-To” for Teaching Undergraduate Courses in Any Discipline. Stylus Publishing, Sterling (2001)
Hong, C.F.: Qualitative Chance Discovery – Extracting competitive advantages. Information Sciences 179, 1570–1583 (2009)
Kolb, D.A.: Experimental learning. Prentice-Hall, Englewood Cliffs (1984)
Lin, M.-H., Chen, C.-F.: Scaffolding Opportunity in Problem Solving – The Perspective of Weak-Tie. In: Nguyen, N.T., Trawiński, B., Katarzyniak, R., Jo, G.-S. (eds.) Adv. Methods for Comput. Collective Intelligence. SCI, vol. 457, pp. 71–81. Springer, Heidelberg (2013)
Pretz, J., Naples, A.J., Sternberg, R.J.: Recognizing, defining, and representing problems. In: Davidson, J.E., Sternberg, R.J. (eds.) The Psychology of Problem Solving. Cambridge University Press, New York (2003)
Rosenshine, B., Meister, C., Chapman, S.: Teaching students to generate questions: A review of the intervention studies. Review of Educational Research 66(2), 181–221 (1996)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Lin, MH., Chen, MP., Chen, CF. (2013). Exploring Peer Scaffolding Opportunities on Experiential Problem Solving Learning. In: Bǎdicǎ, C., Nguyen, N.T., Brezovan, M. (eds) Computational Collective Intelligence. Technologies and Applications. ICCCI 2013. Lecture Notes in Computer Science(), vol 8083. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-40495-5_57
Download citation
DOI: https://doi.org/10.1007/978-3-642-40495-5_57
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-40494-8
Online ISBN: 978-3-642-40495-5
eBook Packages: Computer ScienceComputer Science (R0)