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140122 ||| eng |
| 020 |
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|a 9783642772283
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| 100 |
1 |
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|a De Corte, Erik
|e [editor]
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| 245 |
0 |
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|a Computer-Based Learning Environments and Problem Solving
|h Elektronische Ressource
|c edited by Erik De Corte, Marcia C. Linn, Heinz Mandl, Lieven Verschaffel
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| 250 |
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|a 1st ed. 1992
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| 260 |
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|a Berlin, Heidelberg
|b Springer Berlin Heidelberg
|c 1992, 1992
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| 300 |
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|a XVI, 484 p
|b online resource
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| 505 |
0 |
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|a I. Encouraging Knowledge Construction -- Formal education versus everyday learning -- Images of learning -- An architecture for collaborative knowledge building -- How do Lisp programmers draw on previous experience to solve novel problems? -- Analysis-based learning on multiple levels of mental domain representation -- Modeling active, hypothesis-driven learning from worked-out examples -- Fostering conceptual change: The role of computer-based environments -- Computers in a community of learners -- II. Stimulating Higher-Order Thinking and Problem Solving -- Teaching for transfer of problem-solving skills to computer programming -- Cognitive effects of learning to program in Logo: A one-year study with sixth-graders -- The role of social interaction in the development of higher-order thinking in Logo environments -- Effects with and of computers and the study of computer-based learning environments -- Facilitating domain-general problem solving: Computers, cognitive processes and instruction -- Conceptual fields, problem solving and intelligent computer tools -- III. Creating Learning Environments -- Augmenting the discourse of learning with computer-based learning environments -- Scientific reasoning across different domains -- A rule-based diagnosis system for identifying misconceptions in qualitative reasoning in the physical domain “superposition of motion” -- The provision of tutorial support for learning with computer-based simulations -- Learning and instruction with computer simulations: Learning processes involved -- Two uses of computers in science teaching: Horizontal motion simulation and simulation building -- Direct manipulation of physical concepts in a computerized exploratory laboratory -- Multimedia learning environments designed with organizing principles fromnon-school settings
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| 653 |
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|a Engineering
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| 653 |
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|a Artificial Intelligence
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| 653 |
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|a Behavioral Sciences and Psychology
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| 653 |
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|a Artificial intelligence
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| 653 |
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|a Psychology
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| 653 |
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|a Mathematics
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| 653 |
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|a Technology and Engineering
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| 700 |
1 |
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|a Linn, Marcia C.
|e [editor]
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| 700 |
1 |
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|a Mandl, Heinz
|e [editor]
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| 700 |
1 |
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|a Verschaffel, Lieven
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
0 |
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|a NATO ASI Subseries F:, Computer and Systems Sciences
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| 028 |
5 |
0 |
|a 10.1007/978-3-642-77228-3
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| 856 |
4 |
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|u https://doi.org/10.1007/978-3-642-77228-3?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 150
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| 520 |
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|a Most would agree that the acquisition of problem-solving ability is a primary goal of education. The emergence of the new information technologiesin the last ten years has raised high expectations with respect to the possibilities of the computer as an instructional tool for enhancing students' problem-solving skills. This volume is the first to assemble, review, and discuss the theoretical, methodological, and developmental knowledge relating to this topical issue in a multidisciplinary confrontation of highly recommended experts in cognitive science, computer science, educational technology, and instructional psychology. Contributors describe the most recent results and the most advanced methodological approaches relating to the application of the computer for encouraging knowledge construction, stimulating higher-order thinking and problem solving, and creating powerfullearning environments for pursuing those objectives. The computer applications relate to a variety of content domains and age levels
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