The role of guidance in computer-based problem solving for the development of concepts of logic


Eysink, Tessa H.S. and Dijkstra, Sanne and Kuper, Jan (2002) The role of guidance in computer-based problem solving for the development of concepts of logic. Instructional Science, 30 (4). pp. 307-333. ISSN 0020-4277

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Abstract:The effect of two instructional variables,manipulation of objects and guidance, inlearning to use the logical connective,conditional, was investigated. Instructions for72 first- and second year social sciencestudents were varied in the computer-basedlearning environment Tarski's World, designedfor teaching first-order logic (Barwise & Etchemendy, 1992). Guidance, which wasoperationalised by giving the learners problemsthat guided them to all different types ofbasic problem situations that could be derivedfrom the conditional by stimulating them tomanipulate or to imagine to manipulate thegeometrical objects, significantly influencedthe scores from pre- to post test.Manipulation, which was operationalised bygiving the learners a visual representation inwhich (concrete) geometrical objects could bemanipulated, yielded significant results frompost- to retention test. The results supportthe authors' view that guidance in combinationwith the possibility to manipulate objects in adomain, support the acquisition of knowledgeand skills in that domain. Guidance leads tothe students seeing all situations that arerelevant for the development of new knowledge,which has a positive effect directly afterinstruction. The possibility to manipulateleads to the students playing around in such away that they (systematically) experience theresults of their actions by the feedback given,having an effect after two weeks ofnon-instruction.
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Copyright:© 2002 Springer
Electrical Engineering, Mathematics and Computer Science (EEMCS)
Faculty of Behavioural, Management and Social sciences (BMS)
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