Computer-Based Learning Environments and Problem Solving PDF
Preview Computer-Based Learning Environments and Problem Solving
NATO ASI Series Advanced Science Institutes Series A series presenting the results of activities sponsored by the NA TO Science Committee, which aims at the dissemination of advanced scientific and technological knowledge, with a view to strengthening links between scientific communities. The Series is published by an international board of publishers in conjunction with the NATO Scientific Affairs Division A Life Sciences Plenum Publishing Corporation B Physics London and New York C Mathematical and Kluwer Academic Publishers Physical Sciences Dordrecht, Boston and London D Behavioural and Social Sciences E Applied Sciences F Computer and Springer-Verlag Systems Sciences Berlin Heidelberg New York G Ecological Sciences London Paris Tokyo Hong Kong H Cell Biology Barcelona Budapest I Global Environmental Change NATO-PCO DATABASE The electronic index to the NATO ASI Series provides full bibliographical references (with keywords and/or abstracts) to more than 30000 contributions from international scientists published in all sections of the NATO ASI Series. Access to the NATO-PCO DATABASE compiled by the NATO Publication Coordination Office is possible in two ways: -via online FILE 128 (NATO-PCO DATABASE) hosted by ESRIN, Via Galileo Galilei, 1-00044 Frascati, Italy. -via CD-ROM "NATO-PCO DATABASE" with user-friendly retrieval software in English, French and German (© WTV GmbH and DATAWARE Technologies Inc. 1989). The CD-ROM can be ordered through any member of the Board of Publishers or through NATO-PCO, Overijse, Belgium. Series F: Computer and Systems Sciences Vol. 84 The ASI Series Books Published as a Result of Activities of the Special Programme on ADVANCED EDUCATIONAL TECHNOLOGY This book contains the proceedings of a NATO Advanced Research Workshop held within the activities of the NATO Special Programme on Advanced Educational Technology, running from 1988 to 1993 under the auspices of the NATO Science Committee. The books published so far as a result of the activities of the Special Programme are: Vol. F 67: Designing Hypermedia for Learning. Edited by D. H. Jonassen and H. Mandl. 1990. Vol. F 76: Multimedia Interface Design in Education. Edited by A. D. N. Edwards and S. Holland. 1992. Vol. F 78: Integrating Advanced Technology into Technology Education. Edited by M. Hacker, A. Gordon, and M. de Vries. 1991. Vol. F 80: Intelligent Tutoring Systems for Foreign Language Learning. The Bridge to International Communication. Edited by M. L Swartz and M. Yazdani. 1992. Vol. F 81: Cognitive Tools for Learning. Edited by PAM. Kommers, D.H. Jonassen, and J.T. Mayes. 1992. Vol. F 84: Computer-Based Learning Environments and Problem Solving. Edited by E. De Corte, M. C. Linn, H. Mandl, and L. Verschaffel. 1992. Vol. F 85: Adaptive Learning Environments. Foundations and Frontiers. Edited by M. Jones and P. H. Winne. 1992. Vol. F 86: Intelligent Learning Environments and Knowledge Acquisition in Physics. Edited by A. Tiberghien and H. Mandl. 1992. Computer-Based Learning Environments and Problem Solving Edited by Erik De Corte University of Leuven Center for Instructional Psychology and Technology (CIP&T) Vesaliusstraat 2, B-3000 Leuven, Belgium Marcia C. Linn University of California at Berkeley, Graduate School of Education Berkeley, CA 94720, USA Heinz Mandl Universitat MOnchen Institut fOr Empirische Padagogik und Padagogische Psychologie Leopoldstrasse 13, W-8000 MOnchen 40, FRG Lieven Verschaffel University of Leuven Center for Instructional Psychology and Technology (CIP&T) Vesaliusstraat 2, B-30oo Leuven, Belgium Springer-Verlag Berlin Heidelberg New York London Paris Tokyo Hong Kong Barcelona Budapest Published in cooperation with NATO Scientific Affairs Division Proceedings of the NATO Advanced Research Workshop on Computer-Based Learning Environments and Problem Solving, held in Leuven, Belgium, September 26-29, 1990 CR Subject Classification (1991): K.3.1, JA, 1.2 Additional material to this book can be downloaded from http://extra.spring.com ISBN-13:978-3-642-77230-6 e-ISBN-13:978-3-642-77228-3 001: 10.1007/978-3-642-77228-3 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be obtained from Springer-Verlag. Violations are liable for prosecution under the German Copyright Law. © Springer-Verlag Berlin Heidelberg 1992 Softcover reprint of the hardcover 1s t edition 1992 Typesetting: Camera ready by authors 45/3140 -5 4 3 210 -Printed on acid-free paper Table of Contents Editors' Preface IX Part I. Encouraging Knowledge Construction Introduction to Part I 1 Marcia Linn Formal education versus everyday learning 5 Jan J. Elshout Images of learning ........................................... 19 Andrea A. diSessa An architecture for collaborative knowledge building ...................... 41 Marlene Scardamalia and Carl Bereiter How do Lisp programmers draw on previous experience to solve novel problems? ................................................ 67 Marcia C. Linn, Michael Katz, Michael J. Clancy, and Margaret Recker Analysis-based learning on multiple levels of mental domain representation ........ 103 Rolf Ploetzner and Hans Spada Modeling active, hypothesis-driven learning from worked-out examples ........... 129 Peter Reimann Fostering conceptual change: The role of computer-based environments .......... 149 Stella Vosniadou Computers in a community of learners ............................... 163 Joseph C. Campione, Ann L. Brown, and Michael Jay VI Table of Contents Part II. Stimulating Higber-Order Thinking and Problem Solving Introduction to Part IT ........................................ 189 Erik De Corte and Lieven Verschaffel Teaching for transfer of problem-solving skills to computer programming . . . . . . . .. 193 Richard E. Mayer Cognitive effects of learning to program in Logo: A one-year study with sixth-graders .............................................. 207 Erik De Corte, Lieven Verschaffel, and Hilde Schrooten The role of social interaction in the development of higher-order thinking in Logo environments ................................... 229 Douglas H. Clements and Bonnie K. Nastasi Effects with and of computers and the study of computer-based learning environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 249 Gavriel Salomon Facilitating domain-general problem solving: Computers, cognitive processes and instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 265 Richard E. Clark Conceptual fields, problem solving and intelligent computer tools ............. 287 Gerard Vergnaud Part III. Creating Learning Environments Introduction to Part ill 309 Heinz Mandl Table of Contents VII Augmenting the discourse of learning with computer-based learning environments ........................................ 313 Roy D. Pea Scientific reasoning across different domains .......................... 345 Robert Glaser, Leona Schauble, Kalyani Raghavan, and Colleen Zeitz A rule-based diagnosis system for identifying misconceptions in qualitative reasoning in the physical domain "superposition of motion" .......... 373 Heinz Mandl, lUrgen Bollwahn, Aemilian Hron, Uwe Oestermeier, and Sigmar-Olaf Tergan The provision of tutorial support for learning with computer-based simulations ..... 391 Peter Goodyear Learning and instruction with computer simulations: Learning processes involved ................................................ 411 Ton de long and Melanie Njoo Two uses of computers in science teaching: Horizontal motion simulation and simulation building .......................................... 429 Magnus Moar, Fiona Spensley, Tim O'Shea, Ronnie Singer, Sara Hennessey, and Eileen Scanlon Direct manipulation of physical concepts in a computerized exploratory laboratory ............................................... 445 Vitor Duarte Teodoro Multimedia learning environments designed with organizing principles from non-school settings ...................................... 465 Christina L. Allen Editors' Preface Most would agree that the acquisition of problem-solving ability is a primary goal of general education. Yet, recent international assessments of student achievement reveal that, despite the growing interest in this ability, students' problem-solving performance often remains disturbingly poor. This volume documents that a large amount of research carried out in different parts of the world and in a variety of content domains, has resulted in a series of significant findings and principles, that provide a fairly sound basis for improving the learning and instruction of problem solving. An important force in this improvement in teaching and learning problem-solving skills was the emergence of computer learning environments in the early 1980s. Due to the unprecedented possibilities for data presentation and handling, for high-level interactivity, and for quick and individually adapted feedback, the computer was expected to become a unique instrument in the hands of the teacher for enhancing students' cognitive skills. A substantial number of studies has been conducted relating to the hypothesis that computer-based learning environments can significantly facilitate the acquisition and transfer of higher-order thinking and learning skills. These investigations have been done from different theoretical perspectives (e.g., discovery learning versus guided instruction), using different kinds of software (programming languages, educational games, and subject-matter related software), and with learners from different ages and cultural backgrounds. This research has produced divergent, sometimes even conflicting results relating to the cognitive-effects hypothesis: While some researchers have reported highly significant positive effects of computerized learning environments on subjects' ability to apply valuable" cognitive skills, others have found no significant gains. A substantial body of theoretical, methodological, and developmental knowledge has accumulated and is summarized in this volume. The present volume emerges from a NATO Advanced Research Workshop that aimed at assembling, discussing and reviewing this knowledge in a multidisciplinary confrontation of experts in cognitive science, computer science, educational technology, and instructional psychology. x Editors' Preface n. The volume includes three related parts: I. Encouraging knowledge construction; m. Stimulating higher-order thinking and problem solving; Creating learning environments. In the first contribution of Part I, Elshout describes and critically discusses the growing interest of educational psychologists and philosophers in everyday life as the ideal learning environment. He argues that the recent enthusiasm for informal educational settings is not wholly rational and shows that there is a heavy price attached to adopting this approach. He reminds readers that the criticized formal educational settings have important positive sides. Elshout expects that this current direction for research on learning and instruction has reached a point of diminishing returns and anticipates that researchers will soon seek a balance between formal and informal learning. DiSessa discusses the current images of learning offered by research groups and argues that the activities of learners have not received sufficient attention. He describes a potential theory of activities by examining how learners generate new ideas and insights. To illustrate the argument, diSessa analyzes the activities of a group of learners who, working in a science class, grapple with alternative ways to represent motion. He argues that these students are acting as designers and illustrates how they eventually agree that graphing speed versus time is the best representation for motion. Scardamalia and Bereiter outline the architecture and the major characteristics of a hypermedia system built around a student-generated data-base, called CSILE (Computer Supported Intentional Learning Environments). In CSILE students work cooperatively to elaborate and upgrade information on-line with several support systems within knowledge building environments, including data exploration, explanatory coherence, analogy, and pUblication environments. The authors sketch the educational philosophy underlying this kind of computer-supported learning environment, and discuss the practical implications of using it in schools. Linn, Katz, Clancy, and Recker explain why more and more instructors teach Lisp in introductory courses and explore ways to facilitate knowledge construction. They seek to identify the "templates" constructed by Lisp programmers, as well as the skills these programmers use to solve complex problems. Templates are generalized, reusable programming building blocks. They describe why a programming environment called the Perspective Library supports students as they construct programming knowledge and explain how "case studies" help students learn to solve complex problems. Editors' Preface XI Ploetzner and Spada describe a computer simulation model called KAGE (Knowledge Acquisition Governed by Experimentation), that models how students learn the physics of elastic impacts as a part of classical mechanics. KAGE reconstructs the acquisition of qualitative and quantitative knowledge about functional relationships between physical variables. Thereby it predicts the knowledge states that result when particular learning mechanisms are applied to certain instructional information. Using KAGE as a computer-supported learning environment takes advantage of research findings on knowledge acquisition and enables knowledge-based adaptation to the student's needs. Starting from a discussion of the use of examples in human problem solving and learning, and of the difficulties involved in learning from examples, Reimann concentrates on the question of how to foster the development of effective learning-from-examples skills in students. The strategy that he proposes can be characterized as an active, hypothesis-driven, explanation oriented approach to studying examples. Based on this analysis, he presents a conceptual framework that serves as the foundation for the design of an intelligent tutoring system to help students improve their example-analysis skills. Vosniadou draws on a program of research on knowledge acquisition in astronomy to make recommendations about designing instruction in general and designing computer-based learning environments in particular. In her view, knowledge acquisition in the domain of science results from actively restructuring one's prior understanding of the physical world. This understanding stems from a set of fundamental ontological beliefs, synthesized into mental models, that students use in a relatively consistent fashion during problem solving. For instruction to be successful, it must make students realize the inadequacy of their beliefs and provide a different explanatory framework to replace the one they constructed on the basis of their everyday experience. Computer-based learning environments offer opportunities for the exploration of alternative, counter-intuitive hypotheses, and the modelling of expert performance which are difficult to create in traditional learning environments. Campione, Brown, and Jay report on investigations of computers as tools for sustained learning in the science classroom. Students aged 10 to 14 compose illustrated books about science topics and share them with their peers. Students, working in groups of 5 to 7 at one computer, gather, synthesize, and communicate information. They learn to select relevant information, to summarize, and revise their ideas and to report using desktop publishing. The teachers working with these students engage in some direct instruction but primarily support and guide students in their own explorations.
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