Buch, Englisch, 408 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 544 g
Buch, Englisch, 408 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 544 g
ISBN: 978-0-8058-1853-6
Verlag: Taylor & Francis Ltd (Sales)
The emphasis in this book is not on the design of educational software but on the design of learning environments. A great deal of research on learning and instruction has recently moved out of the laboratory into the design of applications in instructional settings. By designing technology-supported learning environments instructional scientists attempt to better understand the theories and principles that are explicit in their theories of learning. The contributors to this volume examine how factors such as social interaction, the creation of meaningful activities, the use of multiple perspectives, and the construction of concrete representations influence the acquisition of new information and transfer.
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
- Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Kybernetik, Systemtheorie, Komplexe Systeme
- Mathematik | Informatik EDV | Informatik EDV & Informatik Allgemein E-Learning
- Technische Wissenschaften Technik Allgemein Ergonomie, Barrierefreiheit
- Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
- Mathematik | Informatik Mathematik Mathematik Interdisziplinär Systemtheorie
Weitere Infos & Material
Contents: Preface. R. Glaser, E.L. Ferguson, S. Vosniadou, Introduction: Cognition and the Design of Environments for Learning. Part I: Representation. S. Vosniadou, Learning Environments for Representational Growth and Cognitive Flexibility. J. Bliss, Externalizing Thinking Through Modeling: ESRC Tools for Exploratory Learning Research Program. R. Kozma, J. Russell, T. Jones, N. Marx, J. Davis, The Use of Multiple, Linked Representations to Facilitate Science Understanding. B. Schwarz, M.J. Nathan, L.B. Resnick, Acquisition of Meaning for Arithmetic Structures with the Planner. K. Reusser, From Cognitive Modeling to the Design of Pedagogical Tools. E. Lehtinen, S. Repo, Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment. E. De Corte, Changing Views of Computer-Suppported Learning Environments for the Acquistion of Knowledge and Thinking Skills. Part II: Social Interaction. M. Scardamalia, C. Bereiter, Adaptation and Understanding: A Case for New Cultures of Schooling. P. Dillenbourg, Distributing Cognition Over Humans and Machines. G. Kanselaar, G. Erkens, Interactivity in Cooperative Problem Solving with Computers. J. Torney-Purta, Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues. Part III: Meaningful Contexts and Multiple Perspectives. J.D. Bransford et al., MOST Environments for Accelerating Literacy Development. S.R. Goldman et al., Anchoring Science Instruction in Multimedia Learning Environments. Cognition and Technology Group at Vanderbilt, Multimedia Environments for Enhancing Learning in Mathematics. H. Mandl, H. Gruber, A. Renkl, Learning to Apply: From "School Garden Instruction" to Techonolgy-Based Learning Environments. P. Mendelsohn, Mapping Models of Cognitive Development to Design Principles of Learning Environments. Part IV: Principles of System Design. A. Collins, Design Issues for Learning Environments. G. Salomon, Studying Novel Learning Environments as Patterns of Change.