ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00326.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe author argues that computer‐based simulations can help students to enhance their conceptual and intuitive understanding of theoretical concepts. Intuitive understanding of scientific concepts goes beyond conceptual understanding; attaining a sense of familiarity with ideas that cannot be directly experienced requires opportunities for student‐directed activities and feedback on those activities in an environment that simulates the theory concerned. Computer‐based simulations can offer these characteristics, but they still do not always achieve the intended enhancement in intuitive understanding. The author discusses evaluation studies of particular science simulations in order to draw conclusions about the design and implementation characteristics that contribute to the success of an educational simul

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00327.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe authors are developing a communication strategy to promote the potential contribution of students in the design of learner‐centred material for architecture education. They start by drawing an analogy with practising architects’ strategies for communicating with collective clients and the way in which such experience can increase understanding among teachers, students, and designers of pedagogic material. In support of feasibility, the authors describe experiences and observations of students producing prototypes of pedagogic material within HyperCard on a Macintosh. They discuss the benefits of this appro

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00328.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractAlthough research supports the use of telecommunications in distance education, the more important question ‘how best to use telecommunications in a given situation’ has largely eluded researchers. This is due to the failure to link questions generated by the problems of practice with the theoretical constructs contributing to the understanding of the phenomena of distance education. The debate has occurred on two levels, the first relating to research design issues and the second to the conceptualisation of researchable questions. The authors address both levels from the vantage point of third generation telecommunications technologies. They offer a model for linking research and evaluation in distance educat

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00329.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractAn experiment was conducted with 30 postgraduate students to discover how they might go about learning from an ‘ideal’ computer‐based environment. A system was created which preserved the appearance of a computer‐based interaction, yet which freed itself from the constraints of current technology. The students, although not aware of this at the time, were in fact interacting with two human experts, backed up with appropriate documentation and computer files, via a computer screen. The results suggest a number of different learning strategies linked to relatively successful and less successful learning. Implications for the design of computer‐based learning materials are

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00330.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractConsiderable emphasis is now being given to the use of control technology in the classroom. Using a microcomputer in this way to control physical micro‐worlds can be an interesting and powerful educational experience, and it is viewed as a good way to provide practical experience of programmable systems that are familiar to children, eg traffic lights, lifts, level crossings etc. Teachers using this technology usually also have the intention of encouraging general problem solving skills and ‘systems thinking’. Unfortunately there is often a gulf between these aims and what happens in the classroom. Higher order goals are frequently lost in the attempt to cope with the presently available control technology environments. An additional concern is that the literature suggests that girls perform much less well in these environments than might be expected.The author considers how far the characteristics of the programming languages used in control technology might be influencing this pattern of outcomes, and suggests that the difficulties might be overcome by presenting the tasks in a more appropriate form to grasp the interest and imagination of a wider range of children. The first part describes the development of a system for teaching control technology that is based on an alternative metaphor to that underlying the conventional control languages. The second part deals with some of the challenges involved in evaluating computer systems in the classroom. A pilot study is reported which examined gender differences in the context of a ‘buggy’ con

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00331.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe emotional and intellectual advantages claimed for teaching by discovery have a long history, but actual designs for instructional environments in which discovery learning is facilitated are still all too rare. Contrary to many people's assumptions, the Socratic dialogues show no evidence of discovery‐based learning, nor are they even examples of good questioning technique. Those who work with hypertext need to give deep thought to what it means to discover while being tol

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00332.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00333.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00334.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1992.tb00335.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY