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Full Description
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.
Contents
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.
