Processes and Knowledge in Designing Instruction
Abstract
This report presents results obtained in a study of problem solving in the domain of instructional design. Participants were eight teacher trainees who studied a computer-based tutorial about a fictitious vehicle, the VST2000. The next day, each participant designed instructional materials of two general kinds: about how to operate the vehicle, and about general principles of energy storage, extraction, conversion, transportation, and use that the vehicle illustrates. A scheme for coding the protocols was developed, considering three aspects of the process of design problem solving: subproblems, types of knowledge used, and problem-solving operators. Data from the eight protocols are presented, showing variations among designers in the relative amounts of work on subproblems and their use of knowledge types and operators, and patterns in these features over time in their problem-solving activity. The variables used in this analysis are considered as general features of P.T.O. design problem solving and are discussed in relation to several published analyses in a variety of domains. Keywords: Information processing theory.
Document Details
- Document Type
- Technical Report
- Publication Date
- Oct 05, 1990
- Accession Number
- ADA228199
Entities
People
- Douglas N. Jackson Iii
- James G. Greeno
- Margaret K. Korpi
- Vera S. Michalchik
Organizations
- Stanford University