Putting Knowledge to Use: The Acquisition and Transfer of Knowledge in Situated Problem Solving Environments
Abstract
Within the areas of cooperative learning and group problem solving there has been great emphasis placed on the benefits of 'two heads being greater than one.' However, within each of these areas there is a lack of focus placed upon understanding naturalistic problems, the roles of metacognitive and perceptual expertise in collaboration, and the influence such factors have on transfer and use of knowledge from one situation to another. A research program is described which uses the Jasper series (a laser-disc based experimental macrocontext) to address these inadequacies and to investigate group-to- individual transfer in cooperative learning. The question asked is: 'What are the conditions in group collaboration which lead to a group member's use of knowledge as an individual?' Multiple statistical analyses were performed on various study components to clarify the relationships among individual and cooperative learning, collective induction, and the role of perceptual experience. Results highlight the different roles of perceptual context and collective induction in the knowledge acquisition/transfer process. Interpretation of the findings is given by proposing a situated cognition approach to problem solving. Finally, applications of the research suggest new forms of intelligent tutoring systems. Cooperative learning, Computer-supported collaborative work, Situated cognition, Problem solving, Perceptual contexts, analogical reasoning, Knowledge transfer, Collective induction, Ecological psychology, Social processes.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jan 01, 1993
- Accession Number
- ADA269746
Entities
People
- Michael D. Mcneese
Organizations
- Armstrong Laboratory