Abstract
In contrast to routine knowledge and skills, flexible problem solving is associated with the ability to apply one’s knowledge structures in relatively new situations. In the absence of specific knowledge-based guidance, such processes could be very cognitively demanding. This paper suggests that learning flexible problem solving skills could be enhanced by explicitly instructing learners in generalized forms of schematic knowledge structures that are applicable to a greater variety of problems. The paper presents results of an experimental study that has investigated this approach in learning the operation of a technical device, and discusses implications of these results for the design of computer-based instruction.
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