Overview

Over the past years a substantial amount of research has been undertaken relating to the development of powerful learning environments for the acquisition in students of worthwhile educational objectives focussing on conceptual understanding, higher-order cognitive and metacognitive skills, and self-regulated learning. This research has been mainly undertaken from three distinct, but related perspectives in the study of learning and instruction, namely instructional psychology, instructional technology, and instructional design. Against this background a ""research community"" involving 14 European research teams has recently been initiated with the aim of interactively contributing to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments.This volume, based on the plenary lectures and working sessions during the community s third workshop, constitutes a collective output of this research community, focussing on the identification and analysis of major components and dimensions of powerful learning environments aimed at the promotion of deep conceptual and strategic learning in major domains of school curricula, like mathematics, physics, history, and social sciences. In Part I of the volume three chapters present general perspectives on the central theme of the third workshop. In Part II six studies are reported wherein novel learning environments for elementary and secondary mathematics education have been designed, implemented and evaluated. In Part III of the volume another set of five investigations is presented relating to the design, implementation and evaluation of powerful learning environments in other subject-matter domains (physics, history, social sciences) and in teacher training.

Full Product Details

Author:   Lieven Verschaffel ,  Erik de Corte ,  Gellof Kanselaar ,  Martin Valcke
Publisher:   Leuven University Press
Imprint:   Leuven University Press
Volume:   v. 41
Dimensions:   Width: 15.60cm , Height: 1.40cm , Length: 23.40cm
Weight:   0.510kg
ISBN:  

9789058674692

ISBN 10:   905867469
Pages:   258
Publication Date:   22 August 2005
Audience:   General/trade ,  Professional and scholarly ,  General ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Awaiting stock  
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Table of Contents

Introduction Part I: General perspectives 1. The problem of knowledge in the design of learning environments S. Vosniadou 2. On learning environments that foster subject-matter competence A.H. Schoenfeld 3. Engagement in learning: Designing learning environments that are really used T. de Jong Part II: Promoting deep conceptual and strategic learning in mathematics 4. Does social interaction influence 3-year-old children's tendency to focus on numerosity? A quasi-experimental study in day care M.M. Hannula, A. Mattinen, and E. Lehtinen 5. Using mathematical symbols at the beginning of the arithmetical and algebraic learning A. Fagnant, J. Vlassis, and M. Crahay 6. Collaboration in small group mathematics problem solving: A case study G.H.J. Seegers and D.J. Hoek 7. Remedying secondary school students' illusion of linearity: Developing and evaluating a powerful learning environment W. Van Dooren, D. De Bock, A. Hessels, D. Janssens and L. Verschaffel 8. Improving procedural transfer in mathematics with interactive animations P. Gerjets, K. Scheiter, and R. Catrambone 9. Teaching percentages in the primary school: A four country comparative study F. Depaepe, E. De Corte, P. Op 't Eynde, and L. Verschaffel Part III: Promoting deep conceptual and strategic learning in other major curricular domains 10. Teaching-learning environments and student learning in electronic engeneering N. Entwistle, J. Nisbet, and A. Bromage 11. Learner control over information presentation in powerful electronic learning environments used in physics education L. Kester, P.A. Kirschner, and G. Corbalán-Pérez 12. The impact of external graphical representations in different knowledge domains: Is there a domain specific effect? K. De Westelinck and M. Valcke 13. Using representational tools to support historical reasoning in CSCL G. Kanselaar, C. van Boxtel, and J. van Drie List of contributors

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