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dc.contributor.authorArgelagós Castañ, Esther
dc.contributor.authorPifarré Turmo, Manoli
dc.date.accessioned2018-02-01T14:17:45Z
dc.date.available2018-02-01T14:17:45Z
dc.date.issued2016
dc.identifier.issn1927-5250
dc.identifier.issn1927-5269
dc.identifier.urihttp://hdl.handle.net/10459.1/62605
dc.description.abstractInternet has become one of the most important information sources for students’ personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem—this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students’ success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.ca_ES
dc.description.sponsorshipThis research was funded by the Ministerio de Ciencia y Tecnología of the Spanish Government (Project Numbers: EDU2009-11656 and EDU2012-32415). The authors would like to thank the teachers and the pupils for their participation in the study reported in this paper.
dc.language.isoengca_ES
dc.publisherCanadian Center of Science and Educationca_ES
dc.relationMICINN/PN2008-2011/EDU2009-11656
dc.relationMICINN/PN2008-2011/EDU2012-32415
dc.relation.isformatofReproducció del document publicat a: https://doi.org/10.5539/jel.v5n4p1ca_ES
dc.relation.ispartofJournal of Education and Learning , 2016, vol. 5, núm. 4, p.1-14
dc.rightscc-by (c) authors, 2016ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectInformation-Problem Solving (IPS)ca_ES
dc.subjectSecondary educationca_ES
dc.subjectWeb searchca_ES
dc.subjectSkillsca_ES
dc.subjectRegulationca_ES
dc.subjectPerformanceca_ES
dc.titleKey information-problem solving skills to learn in secondary education: a qualitative, multi-case studyca_ES
dc.typearticleca_ES
dc.identifier.idgrec026037
dc.type.versionpublishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.5539/jel.v5n4p1


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