ABSTRACT
Foreword
Goals and preconditions. The primary goal of this theory is to foster problem solving and conceptual development. It is intended for ill-defined or ill-structured domains.
Values. Some of the values on which this theory is based include:
learning that is driven by an ill-defined or ill-structured problem (or question, case, project),
a problem or learning goal that is “owned” by the learner,
instruction that consists of experiences which facilitate knowledge construction (meaning making),
learning that is active and authentic.
Methods. Here are the major methods this theory offers:
Select an appropriate problem (or question, case, project) for the learning to focus on.
The problem should be interesting, relevant and engaging, to foster learner ownership.
The problem should be ill-defined or ill-structured.
The problem should be authentic (what practitioners do).
The problem design should address its context, representation, and manipulation space.
Provide related cases or worked examples to enable case-based reasoning and enhance cognitive flexibility.
Provide learner-selectable information just-in-time.
Available information should be relevant and easily accessible.
Provide cognitive tools that scaffold required skills, including problem-representation tools, knowledge-modeling tools, performance-support tools, and information-gathering tools.
Provide conversation and collaboration tools to support discourse communities, knowledge-building communities, and/or communities of learners.
Provide social/contextual support for the learning environment. This theory also offers the following instructional activities to support learning:
Model the performance and the covert cognitive processes.
Coach the learner by providing motivational prompts, monitoring and regulating the learner’s performance, provoking reflection, and/or perturbing learners’ models.
Scaffold the learner by adjusting task difficulty, restructuring the task, and/or providing alternative assessments.
Major contribution. The integration of much work in the constructivist arena into a coherent instructional framework.
—C.M.R.
