algorithmic problem algorithmic problem

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Definitionen

Algorithmic problems nach Jonassen sind Probleme, bei denen ein vorher erlernter Algorithmus angewendet werden kann/muss (es geht also nicht darum, einen Algorithmus für ein Problem zu entwickeln, sondern einen bekannten Algorithmus anzuwenden).

Von Beat Döbeli Honegger, erfasst im Biblionetz am 20.04.2015

One of the most common problem types encountered in schools is the algorithm. Most common in mathematics courses, students are taught to solve problems such as long division or equation factoring using a finite and rigid set of procedures with limited, predictive decisions.

Von David H. Jonassen im Text Toward a Design Theory of Problem Solving (2000)

Von Jane Howland, David H. Jonassen, Rose M. Marra, Joi Moore Personenreihenfolge alphabetisch und evtl. nicht korrekt

im Buch Learning to Solve Problems with Technology (2nd ed.) (2003) im Text Problem Solving Is Meaningful Learning auf Seite 21

Bemerkungen

Over-reliance on algorithmic problem representations often results in the absence of conceptual understanding of the objects the algorithm is representing.

Von David H. Jonassen im Buch Learning to Solve Problems (2010) im Text How das Problem Solving Vary?

Many researchers, such as Smith (1991), argue that algorithms (repeating a series of steps) are, by nature, not problems but rather procedures. When learners are required to select and perhaps modify an algorithm for use in an exercise, it may become problem solving. Therefore, for purposes of this book, algorithms will not be considered further.

Von David H. Jonassen im Buch Learning to Solve Problems (2010) im Text How das Problem Solving Vary?

The primary limitation of algorithmic approaches is the overreliance on procedurally-oriented knowledge structures and the lack or absence of conceptual understanding of the objects of the algorithm and the procedures engaged. Content that is learned only as a procedure can rarely be transferred because of a lack of conceptual understanding of the underlying processes.

Von Jane Howland, David H. Jonassen, Rose M. Marra, Joi Moore Personenreihenfolge alphabetisch und evtl. nicht korrekt

im Buch Learning to Solve Problems with Technology (2nd ed.) (2003) im Text Problem Solving Is Meaningful Learning auf Seite 21

Content that is learned only as an algorithmic procedure can rarely be transferred because of a lack of conceptual understanding of the underlying processes. Stated more assertively, purely algorithmic teaching does damage, because it inhibits later learning and self-sufficient learning or adaptation. This is a common complaint about learning statistics, where professors focus on the algorithms and miss the purpose of studying the statistical analysis. It is pandemic in mathematics courses, where students learn to perform complex process, such as derivations and integrations without understanding the purpose of either.

Von David H. Jonassen im Buch Learning to Solve Problems (2010) im Text How das Problem Solving Vary?

The primary limitation of algorithmic approaches is the over-reliance on procedurally-oriented knowledge structures and the lack or absence of conceptual understanding of the objects of the algorithm and the procedures engaged. Content that is learned only as a procedure can rarely be transferred because of a lack of conceptual understanding of the underlying processes. This is a common complaint about learning statistics, where professors focus on the algorithms and miss the purpose of studying the statistical analysis. Learners who are adept at abstract reasoning can learn increasingly complex algorithms, such as those encountered in calculus, trigonometry, and other mathematics domains. Global reasoning learners are limited in their ability to create such abstract representations of procedures, so they encounter problems.

Von David H. Jonassen im Text Toward a Design Theory of Problem Solving (2000)