Slide 14 of 32
Notes:
Dijkstra and van Merriënboer identify three levels of performance associated with the three types of problems. Level 1 is characterized as learning by examples. In involves remembering a definition, a statement of a principle, or the steps in a procedure. It also involves identifying instances of a concept, identifying or describing a process, or identifying the correct or incorrect execution of a procedure. For level 1 examples of the solution and the procedure for reaching the solution are available as models for the learner.
Level 2 is characterized as learning by doing. It involves inventing concepts, predicting the consequence of a process or trouble shooting a process, or using a procedure to design a new artifact. For level 2 the procedure to reach the solution is given but the learner must find new solutions using the procedures given.
Level 3 is characterized as learning by exploration and experimentation. It involves inventing descriptive theories, hypothesizing and testing explanatory theories, and developing prescriptive theories for creating artifacts. For level 3 neither the task is to find the process and the solution.
Each of these categories and levels correspond to relationships among the components of knowledge objects and among knowledge objects. These relationships are described by knowledge structures. In this paper we describe knowledge structures of problems of categorization and problems of interpretation. Problems of design are not considered in this paper.
Dijkstra, S. & van Merriënboer, J. J. G. (1997). Plans, Procedures,and Theories to Soplve Instructional Design Problems. In S. Dijkstra, N. M. Seel, F. Schott, & R.D. Tennyson (1997). Instructional Design: International Perspectives. Volume 2 Solving Instructional Design Problems. Mahwah, NJ: Lawrence
