Technology-Based Learning Environments

1. Front Matter

   Pages I-X

   PDF

2. Editors’ Introduction

   1. Editors’ Introduction

      • Stella Vosniadou, Erik De Corte, Heinz Mandl

      Pages 1-7

3. Design Principles for Learning Environments

   1. Front Matter

      Pages 9-9

      PDF

   2. From Cognitive Theory to Educational Technology

      • Stella Vosniadou

      Pages 11-18

   3. Toward the Integration of Computers in Powerful Learning Environments

      • Erik De Corte

      Pages 19-25

   4. Learning with Computer-Based Exploratory Environments in Science and Mathematics

      • Vitor Duarte Teodoro

      Pages 26-32

   5. Modelling, a Means for Expressing Thinking: ESRC Tools for Exploratory Learning Research Programme

      • Joan Bliss

      Pages 33-39

   6. Knowledge Application in Complex Systems

      • Heinz Mandl, Hans Gruber, Alexander Renkl

      Pages 40-47

   7. Internalization and Learning Environments

      • Pierre Dillenbourg

      Pages 48-54

   8. Learning: From Interactivity to Cooperation

      • Gellof Kanselaar, Gijsbert Erkens

      Pages 55-66

   9. Peer Interactions Among Adolescents Using Computer Networks in an International Role Playing Exercise

      • Judith Torney-Purta

      Pages 67-71

   10. Implementing a Model of Cognitive Development in an Intelligent Learning Environment

       • Patrick Mendelsohn, Pierre Dillenbourg

       Pages 72-78

   11. Differences in Patterns: Studying Computer Enhanced Learning Environments

       • Gavriel Salomon

       Pages 79-85

4. Using Educational Technology to Promote Conceptual Change in the Physical Sciences

   1. Front Matter

      Pages 87-87

      PDF

   2. Multimedia Environments for Enhancing Science Instruction

      • Susan R. Goldman, Anthony Petrosino, Robert D. Sherwood, Steve Garrison, Daniel T. Hickey, John D. Bransford et al.

      Pages 89-96

   3. The Mars Mission Challenge: A Generative, Problem-Solving School Science Environment

      • Daniel T. Hickey, Anthony Petrosino, James W. Pellegrino, Susan R. Goldman, John D. Bransford, Robert D. Sherwood et al.

      Pages 97-103

   4. Studying and Teaching Model-based Reasoning in Science

      • Kalyani Raghavan, Robert Glaser

      Pages 104-111

   5. Promoting Studies on Conceptual Change

      • Sigmar-Olaf Tergan, Uwe Oestermeier

      Pages 112-118

   6. Diagnosing Students’ Physics Knowledge and Remediating Learning Difficulties: A Computer-Based Approach

      • G. Andaloro, L. Bellomonte, R. M. Sperandeo-Mineo

      Pages 119-125

   7. Development of a Learning Environment for Basic Electricity

      • João Loureiro

      Pages 126-133

The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992. The purpose of the Advanced Study Institute was to bring together a small number of senior lecturers and advanced graduate students to investigate and discuss the psychological and educational foundations of technology-based learning environments and to draw the implications of recent research findings in the area of cognitive science for the development of educational technology. As is apparent from the diverse nature of the contributions included in this volume, the participants at the ASI came from different backgrounds and looked at the construction of technology -based learning environments from rather diverse points of view. Despite the diversity, a surprising degree of overlap and agreement was achieved. Most of the contributors agreed that the kinds of technology-supported learning environments we should construct should stimulate students to be active and constructive in their knowledge-building efforts, embed learning in meaningful and authentic activities, encourage collaboration and social interaction, and take into consideration students' prior knowledge and beliefs.

• Belief Systems
• Conceptual change
• Kognitive Modellierung
• Lernumgebungen
• Prior knowledge
• cognitive modeling
• complex systems
• graphics
• hypermedia
• hypertext
• learning environments
• model
• modeling
• Übersetzungssysteme

• Department of Elementary Education, University of Athens, Athens, Greece

  Stella Vosniadou

• Center for Instructional Psychology and Technology, University of Leuven, Leuven, Belgium

  Erik Corte

• Institut für Pädagogische Psychologie und Empirische Pädagogik, Universität München, München, Germany

  Heinz Mandl

Policies and ethics