Inductive reasoning, domain specific and complex problem solving: Relations and development

Molnár, Gyöngyvér; Greiff, Samuel; Csapó, Benő

doi:10.1016/j.tsc.2013.03.002

Cited by 114 publications

(147 citation statements)

References 30 publications

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“…However, there is a strong evidence that problem-solving involves a mix of domain-specific and generic skills (Klahr & Simon, 1999;Molnár, Greiff, & Csapó, 2013;Perkins & Salomon, 1989;Schunn & Anderson, 1999). In this way, it is important to consider the nature of the subskill that one wishes to support through scaffolding in order to decide whether to use context-specific or generic scaffolding (Belland, Gu, et al, 2013).…”

Section: What It Ismentioning

confidence: 99%

Computer-Based Scaffolding Strategy

Belland

2016

Instructional Scaffolding in STEM Education

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This chapter covers variations in scaffolding strategies along the following characteristics-scaffolding function (e.g., strategic and conceptual), context specificity (i.e., generic or context-specific), customization (e.g., fading and fading/ adding), and customization schedule (e.g., self-selected and performance-based). These variations and the theoretical basis for these are explained. Then, results from the meta-analysis are shared, which indicate that there are no differences in cognitive outcomes according to scaffolding function, context specificity, and customization. These results are then discussed.

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Section: What It Ismentioning

confidence: 99%

Computer-Based Scaffolding Strategy

Belland

2016

Instructional Scaffolding in STEM Education

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“…Inductive SPA approaches are based on inductive reasoning and thinking, which are characterized as the generalization of specific observations and experiences, leading to more general conclusions and results [42]. Fig.…”

Section: Inductive Reasoningmentioning

confidence: 99%

Inductive Approaches in Software Process Assessment

Stojanov

2016

Proccedings of the ICAIIT2016

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Abstract. Software processes play important role in overall business performances of software organizations. However, in many cases processes are not well established, leading to poor performances of software products and services. Since majority of software organizations are small, suffering from the lack of resources, there is a permanent need for developing lightweight inductive approaches for assessing and improving their processes. These approaches should start from the actual state of the practice in software organizations, and result with the most suitable improvement proposals. This paper presents a short introduction into software processes, process assessment and improvement, and motivation for investigating the field of inductive software process assessment. The paper also outlines basic principles of inductive assessment approaches and future challenges.

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“…Much evidence indicates that scientific problem-solving in fact incorporates a mix of domain-specific and generic processes (Klahr & Simon, 1999;Molnár, Greiff, & Csapó, 2013;Perkins & Salomon, 1989;Schunn & Anderson, 1999). For example, evaluating sources can involve domain-specific knowledge, but the underlying strategy can be considered generic (Smith, 2002).…”

Section: Context Specificitymentioning

confidence: 99%

Conclusion

Belland¹

2016

Instructional Scaffolding in STEM Education

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In this chapter, I conclude this book on computer-based scaffolding in science, technology, engineering, and mathematics (STEM) education. I note the overall effect size point estimate for scaffolding-g = 0.46-and compare that to other effect size estimates in the literature. I summarize the wide variation in contexts in which and learner populations among which scaffolding is used, as well as note the characteristics along which the magnitude of scaffolding's impact does not vary-contingency, generic versus context specific, and intended learning outcome-as well as characteristics along which it does-problem-centered model with which scaffolding is used, and grade level and learner characteristics. I also note areas in which more research is needed-motivation scaffolding, scaffolding for students with learning disabilities, and scaffolding in the context of projectbased and design-based learning.

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Inductive reasoning, domain specific and complex problem solving: Relations and development

Cited by 114 publications

References 30 publications

Computer-Based Scaffolding Strategy

Computer-Based Scaffolding Strategy

Inductive Approaches in Software Process Assessment

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