The role of planning in complex problem solving.

Autor/inn/en	Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Pucite, Liene; Naumann, Johannes
Titel	The role of planning in complex problem solving.
Quelle	In: Computers & education, (2019) 128, S. 1-12Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1873-782X
DOI	10.1016/j.compedu.2018.08.004
Schlagwörter	Problemlösen; Planung; Datei; Technologiebasiertes Testen; Aufzeichnung; Logdatei; PISA (Programme for International Student Assessment)
Abstract	Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore provides data regarding not only the outcome but also the process of CPS. However, research addressing this issue is scarce. In this article we investigated planning activities in the process of complex problem solving. We operationalized planning through three behavioral measures indicating the duration of the longest planning interval, the delay of the longest planning interval and the variance of intervals between each two successive interactions. We found a significant negative average effect for our delay indicator, indicating that early planning in CPS is more beneficial. However, we also found effects depending on task and interaction effects for all three indicators, suggesting that the effects of different planning behaviors on CPS are highly intertwined. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4