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Related Concept Videos

Metacognition01:26

Metacognition

268
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Problem-Solving01:29

Problem-Solving

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Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Heuristics01:21

Heuristics

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Heuristics are problem-solving strategies that use mental shortcuts to simplify decision-making. Unlike algorithms, which must be followed precisely to achieve a correct result, heuristics offer a general problem-solving framework. They save time and energy but can sometimes lead to less rational decisions.
People often rely on heuristics when faced with an overload of information, limited time, low importance of the decision, limited information, or when a heuristic readily comes to mind. For...
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Coping Strategies: Problem Focused01:27

Coping Strategies: Problem Focused

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Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
For example, consider a student who struggles to understand their...
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Frames: Problem Solving II01:26

Frames: Problem Solving II

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Consider a hydraulic hoist supporting a load of 1 kN. Assuming a simplified schematic representation of this frame structure, the force acting on BD and BF members can be determined.
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Related Experiment Video

Updated: Sep 2, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Designing a Framework to Facilitate Metacognitive Strategy Development in Computer-Mediated Problem-Solving

Qing Zhang1, Barbara B Lockee2

  • 1Department of Computer Science, State University of New York at Oswego, 431 Shineman, 7060 State Route 104, Oswego, NY 13126-3599 USA.

Journal of Formative Design in Learning
|August 8, 2022
PubMed
Summary
This summary is machine-generated.

This study created an instructional design framework to help develop metacognitive skills for complex problem-solving using interactive e-Learning. The framework guides educators in designing effective metacognitive scaffolds for online learning environments.

Keywords:
Design and development researchIll-structured problemsInteractive content designMetacognitive strategiese-Learning authoring tools

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Area of Science:

  • Educational Technology
  • Cognitive Science
  • Instructional Design

Background:

  • Metacognition is crucial for effective ill-structured problem solving.
  • Existing instructional design guidance for metacognitive skill development is limited.
  • Bridging the gap between metacognitive theory and practical online instruction is needed.

Purpose of the Study:

  • To develop a computer-based interactive content design framework for metacognitive scaffolds.
  • To provide guidance for creating effective ill-structured problem-solving instruction.
  • To synthesize research and practical literature into a generalizable framework.

Main Methods:

  • Employed a Type II design and development research approach.
  • Utilized formative design principles throughout the development process.
  • Synthesized existing research and practical literature, followed by expert evaluation.

Main Results:

  • A comprehensive and generalizable instructional design framework was created.
  • The framework integrates metacognitive strategies, instructional design, interactive media, prompts, and feedback.
  • Guidelines were established for using e-Learning authoring tools to implement metacognitive scaffolds.

Conclusions:

  • The developed framework effectively guides the creation of metacognitive-based instruction for ill-structured problems.
  • It empowers instructors and developers to design engaging and effective e-Learning experiences.
  • The study contributes to media research by focusing on diverse media types for enhanced learning materials.