Abstract
In competency-based learning environments, schemata play an important role in
solving complex and authentic problems. Adequate task-valid cueing is considered
to facilitate both recall and interpretation of available schemata (task performance)
and the construction of new schemata (learning). This article provides guidelines for
cueing which aim at the improvement of (1) task performance in complex learning
environments, (2) schema construction, and (3) monitoring. A model presents the
relationships between cueing on the one hand and schema interpretation, schema
construction, and monitoring on the other hand. The guidelines are used to evaluate
worked-out examples and process worksheets, two formats of task-valid cueing that
appear useful in competency-based learning environments. Worked-out examples
support the inductive processing of concrete descriptions to construct schemata,
while process worksheets support the deduction of concrete problem solving steps
from general prescriptions. Illustrations are provided from the domain of law.
Original language | English |
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Pages (from-to) | 229-249 |
Number of pages | 21 |
Journal | Contemporary Educational Psychology |
Volume | 27 |
Issue number | 2 |
DOIs | |
Publication status | Published - Apr 2002 |
Keywords
- schema construction
- competence
- cueing
- complex problem-solving
- electronic learning environments