ERIC Number: ED329558
Record Type: Non-Journal
Publication Date: 1990-Oct-5
Reference Count: N/A
Processes and Knowledge in Designing Instruction.
Greeno, James G.; And Others
Results from a study of problem solving in the domain of instructional design are presented. Subjects were eight teacher trainees who were recent graduates of or were enrolled in the Stanford Teacher Education Program at Stanford University (California). Subjects studied a computer-based tutorial--the VST2000--about a fictitious vehicle. The VST2000 has alternate sources of energy, which are displayed on a computer screen along with switches that can be manipulated using a mouse. By changing switch settings, users can change connections between different components and component states, resulting in simulated operation of the vehicle. One day after studying the VST2000, each subject designed instructional materials concerning: how to operate the vehicle; and general principles of energy storage, extraction, conversion, transportation, and use illustrated by the vehicle. A scheme for coding the protocols was developed, considering three aspects of the process of design problem solving: (1) subproblems; (2) types of knowledge used; and (3) problem-solving operation. Data from the eight protocols are presented, showing variations among designers in relative amounts of work on subproblems, their use of knowledge types and operators, and patterns over time in problem-solving activity. Variables used in this analysis are considered as general features of design problem solving and are discussed in relation to several published analyses in several domains. Forty-four figures; a 26-item list of references; and six appendices, including the text of the computer tutorial, are included. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Naval Research, Arlington, VA. Cognitive and Neural Sciences Div.
Authoring Institution: Stanford Univ., CA.