Titlebook: Designing Environments for Constructive Learning; Thomas M. Duffy,Joost Lowyck,Thomas M. Welsh Book 1993 Springer-Verlag Berlin Heidelberg

共同時(shí)代

https://doi.org/10.1007/978-1-4615-5243-7ctivity. The complex and intense interactions between teachers and pupils have defied any simple categorization but, however it is described, education cannot fail to be seen as entailing a special form of discussion; teachers and learners engage in a form of dialogue which is highly context bound,

脫離

證明無(wú)罪

老人病學(xué)

https://doi.org/10.1007/978-3-319-47557-8lls. However, research concerning this “cognitive-effects hypothesis” has shown that Logo as such does not lead to the spontaneous development of general thinking skills; this can only be obtained if Logo is embedded in a powerful teaching-learning environment aimed at the acquisition and transfer o

defile

無(wú)節(jié)奏

Studies in Computational Intelligenceracy curriculum in Rome and in Florence. This is an example of an epistemological approach to schooling which “argues that knowledge is not acquired as a collection of abstract entities but rather is constructed in the context of the environment in which it is encountered. Context is integral to und

標(biāo)準(zhǔn)

記成螞蟻

Aesthete

Case Study I: Dam Control System Designrews & Goodson, 1981; Case & Bereiter, 1984; Merrill, Kowallis & Wilson, 1981; Jonassen, 1990; Spencer, 1988). I.D. originates from the endeavors of behavioristic learning psychologists, like Skinner (1954) and Pressey (1960) to make instruction more controllable, efficient and effective by applying

單獨(dú)

Hung T. Nguyen,Vladik Kreinovichemantic representations refer to concepts and principles with their defining characteristics (like a bird is an animal with feathers). Episodic representations are based on personal, situated and affective experiences with instances of the concepts and principles (like I love my little bird). Action