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Title:
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THE PARADOX OF KNOWLEDGE STRUCTURE: IMPLICATIONS FOR LEARNING TO SOLVE ILL-STRUCTURED PROBLEMS |
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Author(s):
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Slavi Stoyanov , Paul Kirschner |
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ISBN:
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972-8924-22-4 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector and Pedro Isaías |
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Year:
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2006 |
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Edition:
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Single |
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Keywords:
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Paradox of knowledge structure, Learning to solve problems, Ill-structured problem solving, Metacognition, Cognitive style, Instructional design. |
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Type:
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Full Paper |
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First Page:
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129 |
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Last Page:
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135 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The paradox of knowledge structure states that knowledge structure both enables and restricts successful problem solving in ill-structured problem situations. Knowledge structures are indispensable for ill-structured problem solving , but they also could be detrimental. Knowledge structures allow to look at the information in a meaningful way, but they may prevent to look at the information in a new way. The paper addresses the restricting part of the paradox of knowledge structure and investigates the effect of direct vs remote problem solving techniques and adaptor vs innovator cognitive styles for problem solving on fluency and originality of ideas when solving ill-structured problems. The results confirmed the expectations that the two experimental groups, the direct and the remote, scored significantly higher than the control group on fluency and originality. The remote group outperformed the direct and control groups on originality, but not on fluency. The direct group scored the highest on fluency. Innovators were significantly better than adaptors in the control group on fluency, but not on originality. No significant difference was found between innovators and adaptors in both direct and remote groups. There was no statistical indication for an interaction effect between treatment and cognitive style. |
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