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Computer-Based Learning Environments and Problem Solving - download pdf or read online

By Jan J. Elshout (auth.), Erik De Corte, Marcia C. Linn, Heinz Mandl, Lieven Verschaffel (eds.)

Most could agree that the purchase of problem-solving skill is a first-rate aim of schooling. The emergence of the recent details technologiesin the final ten years has raised excessive expectancies with admire to the chances of the pc as an educational instrument for reinforcing scholars' problem-solving talents. This quantity is the 1st to collect, evaluate, and talk about the theoretical, methodological, and developmental wisdom in relation to this topical factor in a multidisciplinary war of words of hugely suggested specialists in cognitive technological know-how, computing device technology, academic expertise, and educational psychology. individuals describe the latest effects and the main complicated methodological methods when it comes to the appliance of the pc for encouraging wisdom development, stimulating higher-order considering and challenge fixing, and developing powerfullearning environments for pursuing these goals. the pc functions relate to a number of content material domain names and age levels.

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Early representations, generally speaking, were problematic with respect to depicting the duration of stop. Consider both la and lb. Separately representing speed and duration as in lc solved that problem. Note that this representation also provides a good, discrete model for the mathematical process of integration - summing the products of speed times time interval to give distance travelled. These children came to understand that integration could easily be accomplished with this representation.

9 It is not evident entering adult scientific practice should be our goal at all. Certainly the vast majority of children will not do this. Instead, they will enter different roles with respect to scientific practice, such as science-literate citizen, or skeptical consumer, for which mimicking scientific practice per se is not evidently the point. 10 For some relevant data on "scientific" versus "engineering" instincts in children, see [10]. Images of Learning 31 • Cooperation and Sharing. Products provide multiple opportunities for students to cooperate and share.

I maintain, but won't argue, that this was critical. However, one indicator is particularly interesting. Frequently interpretations waxed and waned and shifted whereas the physical form under discussion remained to provide a continuity. Crudely, "we're talking about this (physical) thing now," organized the discussion much more at some points than representational criteria or even strategy of representation. 14 Of course, these children might be very special and the case, therefore, a fluke. We don't believe this.

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