The Quality of High School Students' Problem Solving from an Expertise Development Perspective

Autor/inn/en	Elvira, Quincy; Imants, Jeroen; deMaeyer, Sven; Segers, Mien
Titel	The Quality of High School Students' Problem Solving from an Expertise Development Perspective
Quelle	In: Citizenship, Social and Economics Education, 14 (2015) 3, S.172-192 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173416630012
Schlagwörter	High School Students; Problem Solving; Expertise; Educational Quality; Transcripts (Written Records); Skill Development; Inferences; Accuracy; Hypothesis Testing; Case Method (Teaching Technique); Interest Inventories; Performance Based Assessment; Business Education; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Expert appraisal; Quality of education; Bildungsqualität; Kompetenzentwicklung; Qualifikationsentwicklung; Inference; Inferenz; Hypothesenprüfung; Hypothesentest; Case method; Fallmethode; Interest profile; Interessenprofil; Leistungsermittlung; Wirtschaftserziehung; Wirtschaftspädagogik; Ausland; Niederlande
Abstract	The ability to solve problems is a key skill and is essential to our day-to-day lives, at home, at school and at work. The present study explores the quality of managerial problem-solving of participants who are in secondary education. We studied 10th, 11th, and 12th graders following a business track in the Netherlands. Participants were asked to represent, diagnose and solve business cases. The transcripts (handwritten "case solutions") of all 213 participants were analysed for managerial knowledge and problem-solving accuracy. Futhermore, we controlled the data for individual interest. The results demonstrate students' progress in terms of the quality of solving problem from 10th grade until 12th grade. Several implications for education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01