We conclude by determining how the two approaches could be used in conjunction for further research on complex and ill-structured problem solving. We identify conceptual similarities and differences between the two methods, present our comparative study and its results, and then discuss implications for diagnostics and applications. This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students' complex, ill-structured problem solving skill acquisition. Then, we present an experimental study investigating its validity against adapted protocol analysis (Ericsson & Simon, 1984). G73 2001 The Physical Object Pagination vii, 400 p.

Classifications Dewey Decimal Class 511.3/3 Library of Congress QA331.3. Mathematics 11 : functions/relations, Mathematics eleven : functions/relations, Functions/relations. In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Harcourt mathematics 11 by Ronald Green, 2001, Harcourt Canada edition, in English. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems.

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