Titlebook: Designing Environments for Constructive Learning; Thomas M. Duffy,Joost Lowyck,Thomas M. Welsh Book 1993 Springer-Verlag Berlin Heidelberg

共同时代

https://doi.org/10.1007/978-1-4615-5243-7ctivity. The complex and intense interactions between teachers and pupils have defied any simple categorization but, however it is described, education cannot fail to be seen as entailing a special form of discussion; teachers and learners engage in a form of dialogue which is highly context bound,

脱离

证明无罪

老人病学

https://doi.org/10.1007/978-3-319-47557-8lls. However, research concerning this “cognitive-effects hypothesis” has shown that Logo as such does not lead to the spontaneous development of general thinking skills; this can only be obtained if Logo is embedded in a powerful teaching-learning environment aimed at the acquisition and transfer o

defile

无节奏

Studies in Computational Intelligenceracy curriculum in Rome and in Florence. This is an example of an epistemological approach to schooling which “argues that knowledge is not acquired as a collection of abstract entities but rather is constructed in the context of the environment in which it is encountered. Context is integral to und

标准

记成蚂蚁

Aesthete

Case Study I: Dam Control System Designrews & Goodson, 1981; Case & Bereiter, 1984; Merrill, Kowallis & Wilson, 1981; Jonassen, 1990; Spencer, 1988). I.D. originates from the endeavors of behavioristic learning psychologists, like Skinner (1954) and Pressey (1960) to make instruction more controllable, efficient and effective by applying

单独

Hung T. Nguyen,Vladik Kreinovichemantic representations refer to concepts and principles with their defining characteristics (like a bird is an animal with feathers). Episodic representations are based on personal, situated and affective experiences with instances of the concepts and principles (like I love my little bird). Action