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Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/2420

Title: The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving
Authors: De Corte, E
Verschaffel, L
MASUI, Chris
Issue Date: 2004
Publisher: INST SUPERIOR PSICOLOGIA APLICADA
Citation: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 19(4). p. 365-384
Abstract: A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that facilitate the acquisition of productive knowledge and competent learning and thinking skills. Next, two intervention studies are described that embody major components of this framework, one focussing on mathematical problem solving in primary school, and a second one relating to self-regulatory skills in university freshmen. Both studies were carried out in parallel with the development of the framework, and were instrumental in identifying and specifying the different components of the model. They yielded both promising initial support for the model by showing that CLIA-based learning environments are indeed powerful in facilitating in students the acquisition of high-literacy learning results, especially the acquisition and transfer of self-regulation skills for learning and problem solving.
Notes: Katholieke Univ Leuven, Ctr Instruct Psychol & Technol, B-3000 Louvain, Belgium. Limburgs Univ Ctr, Dept Men Soc & Commun, B-3590 Diepenbeek, Belgium.De Corte, E, Katholieke Univ Leuven, Ctr Instruct Psychol & Technol, Vesaliusstr 2, B-3000 Louvain, Belgium.
URI: http://hdl.handle.net/1942/2420
ISI #: 000227420200003
ISSN: 0256-2928
Category: A1
Type: Journal Contribution
Validation: ecoom, 2006
Appears in Collections: Behavioural Sciences - Learning

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