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Technology-Based Learning Environments

Psychological and Educational Foundations

  • Conference proceedings
  • © 1994

Overview

Editors:
  1. Stella Vosniadou

    1. Department of Elementary Education, University of Athens, Athens, Greece

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  2. Erik Corte

    1. Center for Instructional Psychology and Technology, University of Leuven, Leuven, Belgium

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  3. Heinz Mandl

    1. Institut für Pädagogische Psychologie und Empirische Pädagogik, Universität München, München, Germany

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Part of the book series: NATO ASI Subseries F: (NATO ASI F, volume 137)

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Table of contents (38 papers)

  1. Front Matter

    Pages I-X
    Download chapter 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
      Download chapter 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
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    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
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Keywords

About this book

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.

Editors and Affiliations

  • 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

Bibliographic Information

  • Book Title: Technology-Based Learning Environments

  • Book Subtitle: Psychological and Educational Foundations

  • Editors: Stella Vosniadou, Erik Corte, Heinz Mandl

  • Series Title: NATO ASI Subseries F:

  • DOI: https://doi.org/10.1007/978-3-642-79149-9

  • Publisher: Springer Berlin, Heidelberg

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer-Verlag Berlin Heidelberg 1994

  • Softcover ISBN: 978-3-642-79151-2Published: 13 December 2011

  • eBook ISBN: 978-3-642-79149-9Published: 06 December 2012

  • Series ISSN: 0258-1248

  • Edition Number: 1

  • Number of Pages: X, 302

  • Topics: Simulation and Modeling

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