%0 Journal Article %1 504 %A Hmelo, C. E. %A Nagarajan, A. %A Day, R. S. %C Rutgers State Univ, Grad Sch Educ, 10 Seminary Pl, New Brunswick, NJ 08901 USA ; Rutgers State Univ, Grad Sch Educ, New Brunswick, NJ 08901 USA ; Univ Pittsburgh, Pittsburgh, PA 15260 USA %D 2000 %J Journal of Experimental Education %K constructivism, file-import-09-02-13, knowledge, sociocultural-theory, theory %N (c) 2002 Inst. For Sci. Info %P 36-56+ %T Effects of high and low prior knowledge on construction of a joint problem space %U http://linkseeker.lanl.gov/stanford?genre=article&\#38;issn=0022-0973&\#38;date=2000&\#38;volume=69&\#38;issue=1&\#38;spage=36&\#38;atitle=Effects\%20of\%20high\%20and\%20low\%20prior\%20knowledge\%20on\%20construction\%20of\%20a\%20joint\%20problem\%20space&\#38;aulast=Hmelo&\#38;auinit=CE %V 69 %X The participants were 4th-year medical students designing a clinical trial to test a new hypothetical anticancer drug. They worked with the computer simulation the Oncology Thinking Cap in facilitated groups that differed in terms of their prior knowledge. Both groups engaged in constructive activity and reached similar endpoints. The groups differed qualitatively in how they went about constructing and navigating the joint problem space. The high-prior-knowledge group used their knowledge to help them construct plans, evaluate their actions, and stay focused on the goals of the experimental design task. The low-prior-knowledge group searched through the data exhaustively and used them to generate their plans. They were unsystematic in their planning and interpretation. They used the computer representations in their reasoning and worked at mapping the connections between the representations. The computer scaffolding played an important role for both groups, but the facilitator played a greater role in the low-prior-knowledge group.

@article{504, abstract = {The participants were 4th-year medical students designing a clinical trial to test a new hypothetical anticancer drug. They worked with the computer simulation the Oncology Thinking Cap in facilitated groups that differed in terms of their prior knowledge. Both groups engaged in constructive activity and reached similar endpoints. The groups differed qualitatively in how they went about constructing and navigating the joint problem space. The high-prior-knowledge group used their knowledge to help them construct plans, evaluate their actions, and stay focused on the goals of the experimental design task. The low-prior-knowledge group searched through the data exhaustively and used them to generate their plans. They were unsystematic in their planning and interpretation. They used the computer representations in their reasoning and worked at mapping the connections between the representations. The computer scaffolding played an important role for both groups, but the facilitator played a greater role in the low-prior-knowledge group.}, added-at = {2009-02-24T19:22:48.000+0100}, address = {Rutgers State Univ, Grad Sch Educ, 10 Seminary Pl, New Brunswick, NJ 08901 USA ; Rutgers State Univ, Grad Sch Educ, New Brunswick, NJ 08901 USA ; Univ Pittsburgh, Pittsburgh, PA 15260 USA}, author = {Hmelo, C. E. and Nagarajan, A. and Day, R. S.}, biburl = {https://www.bibsonomy.org/bibtex/2f2e43e2229257204c0622fa6a7e030da/clachapelle}, citeulike-article-id = {4045757}, interhash = {3006e369b482f70ca013ef250b94b70f}, intrahash = {f2e43e2229257204c0622fa6a7e030da}, journal = {Journal of Experimental Education}, keywords = {constructivism, file-import-09-02-13, knowledge, sociocultural-theory, theory}, number = {(c) 2002 Inst. For Sci. Info}, pages = {36-56+}, posted-at = {2009-02-13 21:45:22}, priority = {2}, timestamp = {2009-02-24T19:23:10.000+0100}, title = {Effects of high and low prior knowledge on construction of a joint problem space}, url = {http://linkseeker.lanl.gov/stanford?genre=article\&\#38;issn=0022-0973\&\#38;date=2000\&\#38;volume=69\&\#38;issue=1\&\#38;spage=36\&\#38;atitle=Effects\%20of\%20high\%20and\%20low\%20prior\%20knowledge\%20on\%20construction\%20of\%20a\%20joint\%20problem\%20space\&\#38;aulast=Hmelo\&\#38;auinit=CE}, volume = 69, year = 2000 }