Using Computer Databases in Student Problem Solving: A Study of Eight Social Studies Teachers' Classrooms

Abstract

Abstract This article describes a study in which the authors combined information from case studies of eight social studies teachers and their students to describe how teachers used computer databases to aid student problem solving, what students learned from the experience, and what enabled and inhibited effective use. Findings emphasized the importance of time constraints and pressure, prior student knowledge, use of cooperative student groups, and the use of structure by the teacher during the problem-solving process. Students also exhibited a greater confidence in using data during problem solving.