Getting unstuck: Information problem solving in high school STEM students and evidence of metacognitive knowledge

Research Output

This presentation reports the initial findings from an ongoing empirical study which aims to evaluate how students seek, use, and think about information when they encounter problems in the design, construction, and delivery of digital technology projects. It explores how a Science, Technology, Engineering, and Mathematics (STEM) curriculum, centred on improvisational problem solving, may have implications for student metacognitive knowledge development, and whether that development is evidenced in student information behaviour.

Type:

Conference Paper (unpublished)
Date:

27 June 2017
Publication Status:

Unpublished
Library of Congress:

Z665 Library Science. Information Science
Dewey Decimal Classification:

020 Library & information sciences
Funders:

Edinburgh Napier Funded

http://researchrepository.napier.ac.uk/output/832029 <p>Richter, T., Muir, L., Flint, T., Hall, H. & Smith, C. (2017, June). <i>Getting unstuck: Information problem solving in high school STEM students and evidence of metacognitive knowledge</i>. Paper presented at i3- information: interactions and impact, Aberdeen, Scotland</p>

Citation

Richter, T., Muir, L., Flint, T., Hall, H. & Smith, C. (2017, June). Getting unstuck: Information problem solving in high school STEM students and evidence of metacognitive knowledge. Paper presented at i3- information: interactions and impact, Aberdeen, Scotland