Constructivism and Problem-solving: Multimedia Projects in Schools

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Goldman, Juliette
Krause, Julieanne
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Dr Joseph Zajda

Date
2003
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Abstract

This case study investigates preparatory collaborative problem-solving employed by some upper primary school students in readiness for an interactive multimedia project undertaken by them. This study was set within the constructivist paradigm to enable students to construct their learning and build upon their knowledge through collaboration. Two groups of students, one each from Grade 5 and Grade 6 participated in the preparatory problem-solving exercises using de Bono’s 6 Hats and Jonassen’s Mindtools, and each group was required to work collaboratively. The group members were observed for the collaborative problemsolving strategies that they chose to employ. Evaluation of the study was also set within the constructivist paradigm, using Fourth Generation Evaluation (4GE) (Guba & Lincoln, 1989). This study showed that when students have experience in using appropriate problem-solving preparatory strategies for working with interactive multimedia programs, they are able to work collaboratively and more effectively in the construction of their knowledge in the project. It is recommended that problem-solving techniques be taught to all children working with multimedia programs to enable them to find useful and constructive ways of making informed decisions and group co-operation to achieve satisfactory learning outcomes.

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Curriculum and Teaching

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18

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2

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School
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© 2003 James Nicholas Publishers. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.

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After all reasonable attempts to contact the copyright owner, this work was published in good faith in interests of the digital preservation of academic scholarship. Please contact copyright@griffith.edu.au with any questions or concerns.

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Curriculum and Pedagogy

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