Overview

The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992. The purpose of the Advanced Study Institute was to bring together a small number of senior lecturers and advanced graduate students to investigate and discuss the psychological and educational foundations of technology-based learning environments and to draw the implications of recent research findings in the area of cognitive science for the development of educational technology. As is apparent from the diverse nature of the contributions included in this volume, the participants at the ASI came from different backgrounds and looked at the construction of technology -based learning environments from rather diverse points of view. Despite the diversity, a surprising degree of overlap and agreement was achieved. Most of the contributors agreed that the kinds of technology-supported learning environments we should construct should stimulate students to be active and constructive in their knowledge-building efforts, embed learning in meaningful and authentic activities, encourage collaboration and social interaction, and take into consideration students' prior knowledge and beliefs.

Full Product Details

Author:   Stella Vosniadou ,  Erik de Corte ,  Heinz Mandl
Publisher:   Springer-Verlag Berlin and Heidelberg GmbH & Co. KG
Imprint:   Springer-Verlag Berlin and Heidelberg GmbH & Co. K
Edition:   Softcover reprint of the original 1st ed. 1994
Volume:   137
Dimensions:   Width: 15.50cm , Height: 1.70cm , Length: 23.50cm
Weight:   0.493kg
ISBN:  

9783642791512

ISBN 10:   3642791514
Pages:   302
Publication Date:   13 December 2011
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Editors’ Introduction.- I Design Principles for Learning Environments.- From cognitive theory to educational technology.- Toward the integration of computers in powerful learning environment.- Learning with computer-based exploratory environments in science and mathematics.- Modelling, a means for expressing thinking: ESRC Tools for exploratory learning research programme.- Knowledge application in complex systems.- Internalization and Learning Environments.- Learning: From interactivity to cooperation.- Peer interactions among adolescents using computer networks in an international role playing exercise.- Implementing a model of cognitive development in an intelligent learning environment.- Differences in patterns: Studying computer enhanced learning environments.- II Using Educational Technology to Promote Conceptual Change in the Physical Sciences.- Multimedia environments for enhancing science instruction.- The Mars Mission Challenge: A generative problem-solving school science environment.- Studying and teaching model-based reasoning in science.- Promoting studies on conceptual change.- Diagnosing students’ physics knowledge and remediating learning difficulties: A computer-based approach.- Development of a learning environment for basic electricity.- Development of an information system to help conceptual change concerning the human nervous system.- Analysis of physics knowledge for learning environments.- Integrating computer software tools in learning environments for meaningful learning.- Ecoland: A hypermedia prototype for environmental education.- III Technology-Based Learning Environments for Knowledge Acquisition in Mathematics and in Language.- Multimedia environments for enhancing student learning in mathematics.- Tutoring mathematical text problems:From cognitive task analysis to didactic tools.- Less can be more: Unintelligent tutoring based on psychological theories and experimentation.- The use of an intermediate model for solving word problems.- Qualitative analysis of children’s learning of programming in the context of a developing culture of open-ended project work in a primary school.- Computer-assisted learning to read and write: A three-year longitudinal study.- Computer facilitations of the writing process.- Flow driven English course.- IV Taking into Consideration the Needs of the Learner.- Investigating the use of knowledge profiles in a flexible learning environment: Analyzing students’ prior knowledge states.- Knowledge and learning skill student model.- Semantic networks of action.- Representation systems in mathematics and science: The era of computers.- Use of graphics in computer aided learning in chemistry.- Effects of visible link-types on learning in hypertext systems.- Knowledge construction and acquisition in a hypermedia environment customized for learning purposes.- Hypertext learning environments and epistemic beliefs: A preliminary investigation.- Investigating motivation and cooperation in computer-assisted learning: A pilot study.

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