Problem solving has received a great deal of attention in the past two decades. Much work has been carried out in the fields of cognitive psychology and education on the topic of problem solving. Psychologists mainly focused on the cognitive processes underlying problem-solving activities, while educators mainly focused on practical strategies to improve students’ problem-solving skills. The research studies carried out in these two fields were somewhat separate with different theoretical underpinnings. This thesis brings together the fields of cognitive psychology and education through the methodological advances of educational measurement developed to measure psychological constructs. More specifically, this thesis develops a theoretical framework for measuring problem-solving proficiencies, and applies item response theory to analyse students’ responses to the test items. (For complete abstract open document)
| Identifer | oai:union.ndltd.org:ADTP/245373 |
| Creators | Wu, Margaret Li-min |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Terms and Conditions: Copyright in works deposited in the University of Melbourne Eprints Repository (UMER) is retained by the copyright owner. The work may not be altered without permission from the copyright owner. Readers may only, download, print, and save electronic copies of whole works for their own personal non-commercial use. Any use that exceeds these limits requires permission from the copyright owner. Attribution is essential when quoting or paraphrasing from these works., Open Access |
Page generated in 0.0018 seconds