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Integration of the Information Problem-Solving Skill in an Educational Programme: The Effects of Learning with Authentic Tasks
Saskia Brand-Gruwel and Iwan Wopereis

In education students increasingly deal with learning tasks that require them to identify information needs, locate information sources, extract and organise information from each source, and synthesise information from a variety of sources. These activities together can be defined as Information Problem Solving (IPS). IPS instruction is needed, because students fre-quently use superficial strategies for searching and processing information. In this study IPS instruction is embedded in a competence-based teachers education programme. The effect of the integrated instruction on students’ IPS process and task performance are determined. Analysis of thinking aloud protocols shows that IPS instruction has a positive effect on students’ regulation activities, ability to clarify task requirements and needed information, and the ability to judge the quality of sources and information. Students also pay more attention to processing of information. Furthermore, an effect is found on task performance.

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