Titlebook: Computer-Based Learning Environments and Problem Solving; Erik Corte,Marcia C. Linn,Lieven Verschaffel Conference proceedings 1992 Springe

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Non-mainstream Approaches to Fusione position that the best of learning is to be found in everyday life. When the latter position is in the ascendance, stress is laid on what formal education does . accomplish and, on the other hand, on the wonderful feats of learning, transfer and performance we may see of persons of who we would no

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: A Second Horrific Fairytale Genotype,ts to date, both from our own work and from similarly-motivated work, convince us that elementary school students can profitably make knowledge construction the focus of their efforts, although it is a novelty to them (and to their teachers) and requires a great deal of support. On the basis of what

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,: The Limits of Propp’s Analysis,using our previous work on Pascal . as a framework, we generated a set of potential Lisp templates and asked experts to identify and to sort them. Second, we invented a set of challenging Lisp programming problems and asked experts to solve one or two of them while thinking aloud. The protocols from

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Faith and Fiction of Muriel Sparkstem. Both systems are based on a framework which describes learning in physics domains as a succession of multiple levels of mental domain representation ordered along the dimension qualitative/quantitative. The emphasis is on the mental representation of functional relationships between physics va

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The Faith and Fiction of Muriel Sparkonstruction of computer-based learning environments are drawn. It is argued that the process of knowledge acquisition involves the reinterpretation of certain entrenched beliefs which constrain students’ understanding of scientific concepts. It is concluded that the situations in which learning take

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The Faith and Fiction of Muriel Sparke in order to acquire and understand scientific content. We outline the ways in which students and teachers in different classroom contexts used the computers, and present some of the early results that have been obtained.

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https://doi.org/10.1057/9780230503557thods for promoting transfer are to provide conceptual models of the computer during instruction, to pretrain the users in relevant prerequisite skills such as comprehending a list of directions, and to encourage users to develop the problem solving strategies of experts such as breaking a problem i