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

軟弱

Transfer of Learning from a Constructivist Perspectivets that skills and knowledge are represented in a person independent of the contexts in which they have been acquired, thus enabling the person to apply acquired knowledge regardless of the situation.

Pandemic

光明正大

Computer-Mediated Zones of Engagement in Learningn 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, in that it relates at the very least to the social environment of classrooms, with all that that entails.

滔滔不絕地講

剝皮

Tools for Constructivismpractice) and are only now being supplanted by cognitive information processing theories (e.g., levels of processing, schema theory, production systems, metacognition). More recently, a variation of cognitive information processing theory has begun to attract attention — connectionism (see Bereiter, 1991).

壓倒性勝利

猛然一拉

咆哮

Case Study I: Dam Control System Design behavioristic learning principles. In addition, for the construction of particular I.D. models, derivates and aspects of General System Theory (Jonassen, 1984) were added to basic learning principles.

FRONT

Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learninthematics, structural engineering, etc. Similarly, the development of logical thought by Plato’s students was always set in the context of the larger philosophical debate and in developing rhetorical skills. Thus the larger task, the construction task, provides an organizing and unifying role and a purpose for learning.

尖叫

Transitions in the Theoretical Foundation of Instructional Design behavioristic learning principles. In addition, for the construction of particular I.D. models, derivates and aspects of General System Theory (Jonassen, 1984) were added to basic learning principles.