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

控訴

不安

甜瓜

幾何學(xué)家

The Falklands, Politics and Warrovide evidence for any essential contribution of the computer to problem solving. Instead, it is recommended that studies focus on the cognitive processes that are required for farther transfer and how these processes can be supported by instruction for students who fail to transfer. Two types of c

搜集

Conjuction

https://doi.org/10.1007/978-3-031-16324-1in which the technology augments the kinds of learning conversations that can take place. Research from the Optics Dynagrams Project illustrates contributions from this perspective. I will describe pre-intervention learning environment characteristics and student learning, our design strategy for ne

OGLE

Chronological

FELON

Images of Learningice, formulate some ways to judge them, and advocate images associated with our Boxer Project’s goals. Along the way, I propose some first steps toward understanding the structure of activities and present a brief case study of a remarkable classroom activity in which a group of sixth grade children

珊瑚

An Architecture for Collaborative Knowledge Buildingts 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