Youth engaged free-choice learning heuristics in everyday problem-solving but typically skipped the assess phase¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? All the youth used problem-solving heuristics consistent with Reif's framework, but not necessarily the assess phase, which opens opportunities to learn new information even when the solution fails. → Gitari 2016

Evidence¶

Gitari 2016¶

Gitari, W. (2016). The Application of School Science by Urban High School Youth through Problem-solving in Everyday Life. Science Education International, 27(3), 344-368. https://eric.ed.gov/?id=EJ1118432

q2 · i? · qualitative · r2

Authors' interpretation of the focus group narratives: youth relied on trial and error, vicarious learning from parents and peers, and help from knowledgeable others (e.g., Raj's dad and an electrician), but rarely revisited or assessed solutions to extract new knowledge.

"Secondly, like Kamkwamba, all the youth engaged in free-choice learning, through the heuristics posited by Reif (2008) and Stokes (2009), albeit not necessarily the assess phase of problem-solving and knowledge application."

Discussion¶

Related Claims¶

• Not all students in connectivist courses could autonomously direct their own learning, and some felt disconnected and demotivated — the general claim this finding bears on, with the studies behind it
• Youth motivation to persist in everyday problem-solving is minimal, costing them collaboration and new knowledge — related
• Urban high school youth report applying school science in non-guided everyday problem-solving, occurring mainly in home-and-family and play-and-recreation settings — related
• Youth problem-solving situations show affinity for personal relevance but absence of initiative for societal problems — related
• Youth possess sociocultural and cognitive know-how for knowledge application, but indigenous knowledge was not integrated and mobilization is lacking — related
• General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning — related
• High school students used Google page rank as a first-order heuristic for relevance — related