標(biāo)題: Titlebook: Computer-Based Learning Environments and Problem Solving; Erik Corte,Marcia C. Linn,Lieven Verschaffel Conference proceedings 1992 Springe [打印本頁] 作者: malfeasance 時間: 2025-3-21 19:53
書目名稱Computer-Based Learning Environments and Problem Solving影響因子(影響力)
書目名稱Computer-Based Learning Environments and Problem Solving影響因子(影響力)學(xué)科排名
書目名稱Computer-Based Learning Environments and Problem Solving網(wǎng)絡(luò)公開度
書目名稱Computer-Based Learning Environments and Problem Solving網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Computer-Based Learning Environments and Problem Solving被引頻次
書目名稱Computer-Based Learning Environments and Problem Solving被引頻次學(xué)科排名
書目名稱Computer-Based Learning Environments and Problem Solving年度引用
書目名稱Computer-Based Learning Environments and Problem Solving年度引用學(xué)科排名
書目名稱Computer-Based Learning Environments and Problem Solving讀者反饋
書目名稱Computer-Based Learning Environments and Problem Solving讀者反饋學(xué)科排名
作者: OREX 時間: 2025-3-21 23:47
Formal Education Versus Everyday Learningfeeds (e.g. why do we periodically have outbursts of research on the question, whether two learn better than one?). My suggestion is, that it is the combination of the attractiveness with the inconsistency of . positions that makes us feel the tug of the pendulum whenever we get too much committed t作者: Commodious 時間: 2025-3-22 01:01 作者: 用不完 時間: 2025-3-22 08:34
The Role of Social Interaction in the Development of Higher-Order Thinking in Logo Environmentst. Specifically, the critical social process fostered by Logo may be the interpersonal coordination of divergent ideas. This research advances our understanding of the specific features of Logo computer environments that foster changes in higher-order thinking and extends existing theory by suggesti作者: 假 時間: 2025-3-22 10:52
Facilitating Domain-General Problem Solving: Computers, Cognitive Processes and Instructionle chains. It is suggested that analogies promote domain-general transfer because they provide horizontal connections between similar knowledge structures in different domains and induce rules that enlarge and extend the links between knowledge. Research focused on the use of analogies in problem so作者: 令人悲傷 時間: 2025-3-22 16:01 作者: 令人悲傷 時間: 2025-3-22 17:26
Scientific Reasoning Across Different Domains rules, evidence interpretation became important. When the rules were quantitative, mathematical and algebraic heuristics were important. Students appeared very sensitive to the task demands of each laboratory, and adjusted their strategies accordingly. Regardless of this adaptation to specific cond作者: 相符 時間: 2025-3-22 23:19 作者: Anguish 時間: 2025-3-23 03:28 作者: Creatinine-Test 時間: 2025-3-23 06:05 作者: 感激小女 時間: 2025-3-23 13:38 作者: 史前 時間: 2025-3-23 15:34
The Falklands, Politics and Warle chains. It is suggested that analogies promote domain-general transfer because they provide horizontal connections between similar knowledge structures in different domains and induce rules that enlarge and extend the links between knowledge. Research focused on the use of analogies in problem so作者: 閃光你我 時間: 2025-3-23 18:00
https://doi.org/10.1007/978-3-031-16324-1initions, or prior experiences, and test these predictions in runs of their simulation models. The dynamic diagrams become symbolic vehicles for externalizing student cognitions for peers and teacher, as well as the topic for negotiating group and individual understanding toward physics norms. The p作者: indifferent 時間: 2025-3-24 01:26
https://doi.org/10.1007/978-3-031-16324-1 rules, evidence interpretation became important. When the rules were quantitative, mathematical and algebraic heuristics were important. Students appeared very sensitive to the task demands of each laboratory, and adjusted their strategies accordingly. Regardless of this adaptation to specific cond作者: NOCT 時間: 2025-3-24 04:45
: A Second Horrific Fairytale Genotype,f knowledge-building operations. In this paper we set out the principal features of the new knowledge-building architecture and the design principles that are guiding its development-principles that we believe are applicable to any technology aimed at restructuring classrooms as places for sustained, collaborative inquiry.作者: 群島 時間: 2025-3-24 10:09 作者: 使激動 時間: 2025-3-24 12:43 作者: Eeg332 時間: 2025-3-24 18:11 作者: 減震 時間: 2025-3-24 20:41 作者: 徹底明白 時間: 2025-3-24 23:22
Conceptual Fields, Problem Solving and Intelligent Computer Toolsl invariants that underlie schemes. Examples of theorems-in-action and of the relationships between concepts and symbolic representations are presented, as well as ways of using the framework of conceptual fields to devise intelligent computer tools.作者: 親屬 時間: 2025-3-25 04:58 作者: 山頂可休息 時間: 2025-3-25 07:37
0258-1248 giesin the last ten years hasraised high expectations with respect to thepossibilitiesof the computer as an instructional tool forenhancingstudents‘ problem-solving skills.This volume is the first to assemble, review, and discussthe theoretical, methodological, anddevelopmental knowledgerelating to 作者: ARCH 時間: 2025-3-25 12:45 作者: 安裝 時間: 2025-3-25 16:05
Faith and Fiction of Muriel Sparkthis strategy as well as the knowledge they process are delineated and it is indicated how these components can be realized on a computer. Implications for the design of an Intelligent Tutoring System that helps students to improve their example-processing skills are outlined.作者: 痛打 時間: 2025-3-25 21:00
Images of Learningd understanding the structure of activities and present a brief case study of a remarkable classroom activity in which a group of sixth grade children essentially invented graphing as a way of representing motion.作者: resistant 時間: 2025-3-26 00:44 作者: 無可爭辯 時間: 2025-3-26 05:50
Fostering Conceptual Change: The Role of Computer-Based Environmentss place are the situations which make students aware of their entrenched beliefs and provide them with information which facilitates their eventual re-interpretation. Computer-based learning environments have a distinct advantage over traditional methods for achieving these objectives.作者: 沒有準(zhǔn)備 時間: 2025-3-26 10:08
Teaching for Transfer of Problem-Solving Skills to Computer Programmingnto separate parts. These instructional methods improved problem-solving performance substantially over conventional instruction. The results are consistent with Singley and Anderson’s [27] theory of specific transfer of general skills.作者: 重力 時間: 2025-3-26 14:22
,: The Limits of Propp’s Analysis, and solutions by others. We discuss how the results of these exploratory studies suggest changes to current Lisp instruction, and describe some instructional materials we are currently developing, including a set of . and a hypermedia library of Lisp templates.作者: 誘拐 時間: 2025-3-26 18:06
The Falklands, Politics and Waremologies underlying the single-variable experiments (illustrating an analytic approach) and the classroom project (illustrating a systemic approach) are contrasted and discussed, leading to differential implications for the study of computer-based learning environments and problem solving.作者: Bureaucracy 時間: 2025-3-26 21:17
How Do Lisp Programmers Draw on Previous Experience to Solve Novel Problems? and solutions by others. We discuss how the results of these exploratory studies suggest changes to current Lisp instruction, and describe some instructional materials we are currently developing, including a set of . and a hypermedia library of Lisp templates.作者: 愛得痛了 時間: 2025-3-27 02:29
Effects , and , computers and the study of computer-based learning environmentsemologies underlying the single-variable experiments (illustrating an analytic approach) and the classroom project (illustrating a systemic approach) are contrasted and discussed, leading to differential implications for the study of computer-based learning environments and problem solving.作者: 不可接觸 時間: 2025-3-27 07:50 作者: –LOUS 時間: 2025-3-27 10:29 作者: 他日關(guān)稅重重 時間: 2025-3-27 14:33
Conference proceedings 1992 last ten years hasraised high expectations with respect to thepossibilitiesof the computer as an instructional tool forenhancingstudents‘ problem-solving skills.This volume is the first to assemble, review, and discussthe theoretical, methodological, anddevelopmental knowledgerelating to this topic作者: AXIOM 時間: 2025-3-27 20:59
Computers in a Community of Learnerse 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.作者: Fibrin 時間: 2025-3-28 01:44
Computer-Based Learning Environments and Problem Solving978-3-642-77228-3Series ISSN 0258-1248 作者: 無政府主義者 時間: 2025-3-28 06:02 作者: 無能的人 時間: 2025-3-28 09:45
https://doi.org/10.1007/978-3-642-77228-3Computerunterstütztes Lernen; Intelligente Tutorsysteme; Lernumgebungen; Problem-solving; Probleml?sen; T作者: Keratectomy 時間: 2025-3-28 10:54
978-3-642-77230-6Springer-Verlag Berlin Heidelberg 1992作者: VAN 時間: 2025-3-28 17:47 作者: innovation 時間: 2025-3-28 20:33
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作者: chronology 時間: 2025-3-29 00:36 作者: stroke 時間: 2025-3-29 05:32
: 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作者: cartilage 時間: 2025-3-29 10:01
,: 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作者: Decline 時間: 2025-3-29 11:30
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作者: 他姓手中拿著 時間: 2025-3-29 17:06 作者: 低能兒 時間: 2025-3-29 22:46
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作者: sebaceous-gland 時間: 2025-3-30 00:33
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.作者: Detain 時間: 2025-3-30 07:52
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作者: 控訴 時間: 2025-3-30 11:40 作者: 不安 時間: 2025-3-30 14:41 作者: 甜瓜 時間: 2025-3-30 18:34 作者: 幾何學(xué)家 時間: 2025-3-30 21:02
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作者: 搜集 時間: 2025-3-31 03:43 作者: Conjuction 時間: 2025-3-31 05:29
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作者: OGLE 時間: 2025-3-31 12:53 作者: Chronological 時間: 2025-3-31 15:04 作者: FELON 時間: 2025-3-31 19:32
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作者: 珊瑚 時間: 2025-3-31 23:48
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作者: 奴才 時間: 2025-4-1 04:50
