Titlebook: Computer-Based Learning Environments and Problem Solving; Erik Corte,Marcia C. Linn,Lieven Verschaffel Conference proceedings 1992 Springe

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The Falklands, Politics and Warle chains. It is suggested that analogies promote domain-general transfer because they provide horizontal connections between similar knowledge structures in different domains and induce rules that enlarge and extend the links between knowledge. Research focused on the use of analogies in problem so

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https://doi.org/10.1007/978-3-031-16324-1initions, or prior experiences, and test these predictions in runs of their simulation models. The dynamic diagrams become symbolic vehicles for externalizing student cognitions for peers and teacher, as well as the topic for negotiating group and individual understanding toward physics norms. The p

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https://doi.org/10.1007/978-3-031-16324-1 rules, evidence interpretation became important. When the rules were quantitative, mathematical and algebraic heuristics were important. Students appeared very sensitive to the task demands of each laboratory, and adjusted their strategies accordingly. Regardless of this adaptation to specific cond

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: A Second Horrific Fairytale Genotype,f knowledge-building operations. In this paper we set out the principal features of the new knowledge-building architecture and the design principles that are guiding its development-principles that we believe are applicable to any technology aimed at restructuring classrooms as places for sustained, collaborative inquiry.

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Conceptual Fields, Problem Solving and Intelligent Computer Toolsl invariants that underlie schemes. Examples of theorems-in-action and of the relationships between concepts and symbolic representations are presented, as well as ways of using the framework of conceptual fields to devise intelligent computer tools.