By Thomas M. Duffy, Joost Lowyck, David H. Jonassen, T.M. Welsh
The concept for this e-book grew out of a NATO complicated study Workshop held on the Catholic collage at Leuven, Belgium. we're thankful to NATO for aid in engaging in this workshop and for aid within the education of this booklet. we're quite thankful for his or her emphasis on designing the workshop to construct collegiality. They steered that we carry the assembly in a small city and that we set up night actions to maintain the crowd jointly and to advertise casual and prolonged discussions. What sage recommendation. the thrill grew over the 3 days as we shared understandings and enriched our views. certainly, there has been even a proclaimed "near" conversion to a constructivist standpoint from one colleague knowledgeable in conventional tutorial layout tools. whereas we document this as a bit a funny anecdote, it such a lot basically displays the feel of pleasure that constructed. we'd additionally prefer to thank the workers on the Catholic college for his or her nice aid throughout the workshop. Their efforts and their solid cheer have been very important parts within the luck of the assembly. particularly we wish to thank Jan Elen, Catherine Vermunicht and Jef Vanden Branden. ultimately we want to thank the group of workers at Indiana college for his or her assist in assembling this e-book. Deborah Shaw ready the index. We thank her for the ability and pace with which she used to be in a position to work.
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Extra info for Designing Environments for Constructive Learning
Example text
In press). Discussion: Exploring a reasoning-based program for teaching arithmetic. In B. ), Models for teaching advanced skills to disadvantaged students. San Francisco, CA: Jossey-Bass, Inc. Vygotsky, L. S. (1978). Mind in society. Cambridge, Mass: Harvard University Press. Whitehead, A. N. (1929). The aims of education. New York: MacMillan. Williams, S. M (1991). Case-based approaches to instruction in medicine and law. Unpublished manuscript, Vanderbilt University, Nashville, TN. Williams, W.
Readers will be able to think of modalities more relevant to their own working environment. Teacher and Pupil -- One on One Probably the most direct approach to using bubble dialogue is for the teacher to focus her time and attention on one particular leamer. This strategy involves the teacher sitting down at the keyboard with a single pupil and playing one character on the screen while the pupil plays the other. For example, a pupil thought to be misunderstanding a key concept could be asked to play the role of an expert on the screen and the teacher could play the role of a novice interrogating the expert at an appropriate level of cognitive demand.
The teaching and assessing of mathematical problem solving. Hillsdale, NJ: Erlbaum & National Council for Teachers of Mathematics. Chi, M. , Lewis, P. , & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science. 13. 145-182. Clement, J. (1982). Algebra word problem solutions: Thought processes underlying a common misconception. Journal ofResearch in Mathematics Education. 13. 16-30. Cognition and Technology Group at Vanderbilt (in press(a».
