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Article

Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

1
Department of Psychology, Universitat de Lleida, 25001 Lleida, Spain
2
Department of Psychology, Universitat de Girona, 17004 Girona, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(19), 7919; https://doi.org/10.3390/su12197919
Received: 25 August 2020 / Revised: 9 September 2020 / Accepted: 21 September 2020 / Published: 24 September 2020
This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications. View Full-Text
Keywords: information problem solving; internet; long-term instruction; embedded instruction; whole-task approach; supporting tools; secondary education; longitudinal study information problem solving; internet; long-term instruction; embedded instruction; whole-task approach; supporting tools; secondary education; longitudinal study
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MDPI and ACS Style

Pifarré, M.; Argelagós, E. Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance. Sustainability 2020, 12, 7919. https://doi.org/10.3390/su12197919

AMA Style

Pifarré M, Argelagós E. Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance. Sustainability. 2020; 12(19):7919. https://doi.org/10.3390/su12197919

Chicago/Turabian Style

Pifarré, Manoli, and Esther Argelagós. 2020. "Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance" Sustainability 12, no. 19: 7919. https://doi.org/10.3390/su12197919

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