ISSN:0022-4308    

DOI:10.1002/tea.3660240402

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240403

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractA perspective about science education is developed which has implications for the design of interactive learning technologies. Current philosophical work concerning the interpretative nature of scientific inquiry is reviewed as a context for discussing the situation of the child in developing scientific understanding. This view of learning emphasizes the relationships among informal understanding, conceptual change, and enculturation into modes of scientific discourse. A prototype software system for supporting scientific inquiry processes in students is described.

ISSN:0022-4308    

DOI:10.1002/tea.3660240404

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractThe effective educational use of information technologies depends crucially on good instructional design based on an adequate understanding of cognitive processes. To teach flexible intellectual performance, such design must ensure that the knowledge acquired by students be explicit, coherent, reliably interpretable, and testable. For example, the ability to use scientific or mathematical concepts requires both explicit general interpretation procedures and knowledge about various special cases. Detailed observations indicate that good scientists have these kinds of knowledge, but that students exhibit many mistakes traceable to knowledge that is fragmented and unin‐terpretable. Instructional guidelines, based on such cognitive considerations, were tested in an experiment where students were taught an explicit procedure specifying the concept “acceleration,” and then diagnosed and corrected mistakes committed by themselves or others. Such teaching greatly improved students' concept interpretations and blocked previous misconceptions. Computers can provide powerful tools for research on instructional design and for implementing more effective tea

ISSN:0022-4308    

DOI:10.1002/tea.3660240405

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractArtificial intelligence (AI) is defined and related to intelligent computer‐assisted instruction (ICAI) and science education. Modeling the student, the teacher, and the natural environment are discussed as important parts of ICAI and the concept of “microworlds” as a powerful tool for science education is presented. Optimistic predictions about ICAI are tempered with the complex, persistent problems of: 1) teaching and learning as a soft or fuzzy knowledge base, 2) natural language processing, and 3) machine learning. The importance of accurate diagnosis of a student's learning state, including misconceptions and naive theories about nature, is stressed and related to the importance of accurate diagnosis by a physician. Based on the cognitive science/AI paradigm, a revised model of the well‐known Karplus/Renner learning cycle is p

ISSN:0022-4308    

DOI:10.1002/tea.3660240406

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractWe have an opportunity for the first time to build a legitimate scientific and engineering base for science education. Computers play a central role in this opportunity, but in order for us to realize these hopes, we must set our sights above the hubub of “getting computers into schools,” and on fundamental issues of how people learn, what and how we should teach. This article reviews the reasons for optimism and sets some near future goals in looking forward to the decades of scientific, technological and cultural change ah

ISSN:0022-4308    

DOI:10.1002/tea.3660240407

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractGraphing represents a key symbol system for scientific communication. Widely‐reported low graphing skills notwithstanding, middle school students can learn to communicate with graphs in the context of appropriate microcomputer‐based laboratory (MBL) investigations. Two preliminary studies and a longitudinal study are reported that support this conclusion. In the three‐month longitudinal study of MBL, students showed a significant gain on 16 graphing items, even though the instruction targeted science topics, not graphing skills. The first preliminary study attempted to locate graph‐related misconceptions. Although graph‐as‐picture errors and slope/height confusions were identified, the ease with which MBL removes these problems calls into question the appropriateness of labeling them misconceptions. Four features of MBL seem to contribute to its success in facilitating graphical communication: MBL uses multiple modalities; it pairs, in real time, events with their symbolic graphical representations; it provides genuine scientific experiences; and it eliminates the drudgery of graph

ISSN:0022-4308    

DOI:10.1002/tea.3660240408

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractExtended Microcomputer‐Based Laboratory (MBL) experience has been shown to be effective in improving middle‐school students' graphing skills. This study reports evidence that a treatment period as short as a single class period with a motion MBL unit was sufficient for high school physics students to improve their comprehension of distance and velocity graphs when compared with a pencil‐and‐paper graph‐construction control treatment. Most of the improvement appears to be attributable to the real‐time graphing feature of the MBL. A delay of only 20–30 seconds in displaying the graphed data inhibited nearly all of

ISSN:0022-4308    

DOI:10.1002/tea.3660240409

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240401

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY