Knowledge matters in vocational problem-solving: a cognitive view

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Show simple item record Pithers, R. T en_US Soden, R. en_US 2009-12-21T02:35:41Z 2009-12-21T02:35:41Z 2007 en_US
dc.identifier 2004004362 en_US
dc.identifier.citation Soden, R. and Pithers, R. 2007 'Knowledge matters in vocational problem-solving: a cognitive view', Journal of Vocational education and Training, vol. 53, no. 2, pp. 249-267. en_US
dc.identifier.issn 1363-6820 en_US
dc.identifier.other C1 en_US
dc.description.abstract While there is increasing emphasis on the idea that vocational education should equip students to think well, very little attention is paid in course design to messages from cognitive research that the quality of people's subject knowledge Influences their thinking about problems. The overall aim of the study was to evaluate the usefulness of ideas from cognitive research and from the 'meta-cognitive movement' In designing instruction intended to improve students' ability to deal with simple accounting problems. Anew 'cognitive' approach to teaching an existing basic accounting module was implemented by further education lecturers and evaluated using an experimental/control design. The results indicate that the 'cognitive' instruction significantly improved students' scores on non-routine accounting tasks. The authors interpret the results as consistent with their view that the emphasis on understanding and thinking in this study may be more vocationaliy reievant than Is commonly supposed. en_US
dc.publisher Westburn Publishers Ltd en_US
dc.relation.isbasedon en_US
dc.title Knowledge matters in vocational problem-solving: a cognitive view en_US
dc.parent Journal of Vocational education and Training en_US
dc.journal.volume 53 en_US
dc.journal.number 2 en_US
dc.publocation Scotland en_US
dc.identifier.startpage 249 en_US
dc.identifier.endpage 267 en_US Marketing en_US

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