KNOWLEDGE GENERATION BY LEARNING-TASKS - LEARNING BY EXAMPLES AND PROBLEM-ORIENTED ACQUISITION IN THE DOMAIN OF TECHNICAL CALCULATION

Knowledge for solving problems must be related to conditions and attai nable goals which represent the functions of such knowledge. In an exp eriment structurally varied learning tasks were used. Their effects on conditionalizing and functionalizing rule knowledge of car mechanics in a domain of technical calculation were measured. Problem oriented l earning tasks requiring the generation of information necessary for ap plying the rules promoted the conditionalizing of such knowledge bette r than conventional problems and worked examples as learning tasks. Th ese results contribute to promote knowledge generating active learning within the scope of a constructivistically oriented instruction.