Knowledge for solving problems must be related to conditions and attainable goals which represent the functions of such knowledge. In an experiment 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 learning tasks requiring the generation of information necessary for applying the rules promoted the conditionalizing of such knowledge better than conventional problems and worked examples as learning tasks. These results contribute to promote knowledge generating active learning within the scope of a constructivistically oriented instruction.
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