Embedded instruction to learn information problem solving: Effects of a whole task approach.

Abstract In contemporary education, students often need to use the Internet to find information for solving a problem and completing a learning task. Teachers assume that students are sufficiently skilled to do so, but research shows the skills necessary for effective information problem solving (IPS) are more often than not underdeveloped. This paper presents a study on embedded IPS training consisting of whole IPS tasks integrated in a 20-week course on vocabulary development, and its effects on student teachers' IPS skills. Skill measurements show that student teachers receiving the training search and select information more systematically in the short term, but their search queries, sources, and solutions are not of significantly higher quality than those of student teachers who received the regular course without IPS training. In addition, the improvements were no longer visible after five weeks. The training therefore succeeded in developing cognitive strategies for approaching an information problem, but did not create lasting improvements in all aspects of the IPS skill. Methodological and practical implications are discussed. Highlights • Students received an embedded, whole-task information problem solving training. • Trained students improved their approach to searching and selecting information. • No improvements were found on quality of queries, selected sources and solutions. • Improvements were no longer visible on a test five weeks after training stopped. [ABSTRACT FROM AUTHOR]