Abstract

Dealing with knowledge application is rarely perceived as part of education. However, there is much evidence that even very knowledgeable subjects often fail to adequately apply their knowledge. In order to provide learning environments where utilizable knowledge can be acquired, the analysis and induction of preferable learning strategies is important. Advantages and disadvantages of two learning modes (specific vs. global) during the exploration of a computer-simulated economic system are investigated. In two empirical studies, their impact on later problem solving within this economics computer simulation is analyzed. In the correlational study one evidence is presented that, in contrast to assumptions found in the literature, specific learning mode may prove useful even in complex, semantically rich domains. In the experimental study two specific learning mode as exploration strategy was induced in the experimental group. This group yielded more success in later problem solving than the control group