Technology-Based Learning Environments: Psychological and Educational Foundations PDF
Preview Technology-Based Learning Environments: Psychological and Educational Foundations
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 o 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-pea 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 NA TO-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 Science & Technology Disk" with user-friendly retrieval software in English, French and German (© WTV GmbH and DATAWARE Technologies Inc. 1992). The CD-ROM can be ordered through any member of the Board of Publishers or through NATO-peO, Overijse, Belgium. Series F: Computer and Systems Sciences, Vol. 137 The ASI Series F 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 volumes published so far in the Special Programme are as follows (further details are given at the end of this volume): 67: Designing Hypermedia for Learning. 1990 76: Multimedia Interface Design in Education. 1992, 2nd corr. print 1994 78: Integrating Advanced Technology into Technology Education. 1991 80: Intelligent Tutoring Systems for Foreign Language Learning. 1992 81: Cognitive Tools for Learning. 1992 84: Computer-Based Learning Environments and Problem Solving. 1992 85: Adaptive Learning Environments: Foundations and Frontiers. 1992 86: Intelligent Learning Environments and Knowledge Acquisition in Physics. 1992 87: Cognitive Modelling and Interactive Environments in Language Learning. 1992 89: Mathematical Problem Solving and New Information Technologies. 1992 90: Collaborative Learning Through Computer Conferencing. 1992 91: New Directions for Intelligent Tutoring Systems. 1992 92: Hypermedia Courseware: Structures of Communication and Intelligent Help. 1992 93: Interactive Multimedia Learning Environments. 1992 95: Comprehensive System Design: A New Educational Technology. 1993 96: New Directions in Educational Technology. 1992 97: Advanced Models of Cognition for Medical Training and Practice. 1992 104: Instructional Models in Computer-Based Learning Environments. 1992 105: Designing Environments for Constructive Learning. 1993 107: Advanced Educational Technology for Mathematics and Science. 1993 109: Advanced Educational Technology in Technology Education. 1993 111: Cognitive Models and Intelligent Environments for Learning Programming. 1993 112: Item Banking: Interactive Testing and Self-Assessment. 1993 113: Interactive Learning Technology for the Deaf. 1993 115: Learning Electricity and Electronics with Advanced Educational Technology. 1993 116: Control Technology in Elementary Education. 1993 119: Automating Instructional Design, Development, and Delivery. 1993 121: Learning from Computers: Mathematics Education and Technology. 1993 122: Simulation-Based Experiential Learning. 1993 125: Student Modelling: The Key to Individualized Knowledge-Based Instruction. 1994 128: Computer Supported Collaborative Learning. 1995 129: Human-Machine Communication for Educational Systems Design. 1994 132: Design of Mathematical Modelling Courses for Engineering Education. 1994 133: Collaborative Dialogue Technologies in Distance Learning. 1994 135: Technology Education in School and Industry. 1994 137: Technology-Based Learning Environments. 1994 Technology-Based Learning Environments Psychological and Educational Foundations Edited by Stella Vosniadou University of Athens Department of Elementary Education 44 Ippokratus Street, Athens 10680, Greece Erik De Corte University of Leuven Center for Instructional Psychology and Technology Vesaliusstraat 2, B-30oo Leuven, Belgium Heinz Mandl Universitat MOnchen Institut fOr Padagogische Psychologie und Empirische Padagogik LeopoldstraBe 13, 0-80802 MOnchen, Germany Springer Published in cooperation with NATO Scientific Affairs Division Proceedings of the NATO Advanced Study Institute on Psychological and Educational Foundations of Technology-Based Learning Environments, held in the Orthodox Academy, Kolymbari, Crete, Greece, July 26-August 3, 1992 CR Subject Classification (1991): K.3.1, J.4, 1.6.0 ISBN-13: 978-3-642-79151-2 e-ISBN-13: 978-3-642-79149-9 DOI:10.1007/978-3-642-79149-9 CIP data applied for 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. broadcast ing. 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 1994 Softcover reprint of the hardcover 1s t edition 1994 Typesetting: Camera-ready by authors/editors SPIN: 10130807 45/3140 - 5 4 321 0 - Printed on acid-free paper Preface The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992. The purpose of the Advanced Study Institute was to bring together a small number of senior lecturers and advanced graduate students to investigate and discuss the psychological and educational foundations of technology-based learning environments and to draw the implications of recent research findings in the area of cognitive science for the development of educational technology. As is apparent from the diverse nature of the contributions included in this volume, the participants at the ASI came from different backgrounds and looked at the construction of technology -based learning environments from rather diverse points of view. Despite the diversity, a surprising degree of overlap and agreement was achieved. Most of the contributors agreed that the kinds of technology-supported learning environments we should construct should stimulate students to be active and constructive in their knowledge-building efforts, embed learning in meaningful and authentic activities, encourage collaboration and social interaction, and take into consideration students' prior knowledge and beliefs. We would like to express our sincere thanks to all those who contributed to the success of the Advanced Study Institute on the Psychological and Educational Foundations of Technology-based Learning Environments and to the preparation of the present volume. First and foremost, we would like to thank the Scientific Mfairs Division of NATO for its generous support of the project. Additional support for the Institute was provided by the University of Athens, the Institute of Technology of the University of Crete, Apple Computers, and the Gutenberg Publishing Company. Special thanks go to Prof. Philokyprou for his support of the project and his help in ensuring that an adequate number of computers for the running of the Institute was made available, to Prof. Exarchakos for providing the necessary facilities at the University of Athens for the organization of the ASI, and to George Dardanos for arranging for the publication of the program. The Advanced Study Institute took place at the Orthodox Academy in Kolymbari, Crete. The director of the Academy, Dr. Papaderos, and the entire staff made every possible effort to ensure the smooth running of the Institute, and we are particularly indebted to them. VI The ASI would not be possible without hours of hard work from a group of very special students - Anthi Archodidou, Chrystalla Maouri, Renia Papanastasiou, Sakis Aidinis, Despina Desli, and Anna Parameriti. In addition, Maira Spiliopoulou, Chrystos Ioannides, Fran Lehr, and particularly Angeliki Oikonomou deserve our sincere thanks for their valuable help in producing the camera-ready volume. Finally, Delores Plowman and especially Gail Carlson provided expert secretarial support beyond all calls of duty, and we would like to acknowledge our appreciation to them. Stella Vosniadou, Erik De Corte, and Heinz Mandl Athens, July 1994 Table of Contents Editors' Introduction............................................................................... 1 Part I Design Principles for Learning Environments From cognitive theory to educational technology.... ............. ...................... 11 Stella Vosniadou Toward the integration of computers in powerful learning environment ....................................................................................... 19 Erik De Corte Learning with computer-based exploratory environments in science and mathematics ..... ... ... ........ ... ..... ... ........ ... ...... ..... ................ 26 Vitor Duarte Teodoro Modelling, a means for expressing thinking: ESRC Tools for exploratory learning research programme ............................................. 33 Joan Bliss Knowledge application in complex systems .............................................. 40 Heinz Mandl, Hans Gruber, and Alexander Renkl Internalization and Learning Environments ............................................... 48 Pierre Dillenbourg Learning: From interactivity to cooperation .............................................. 55 Gellof Kanselaar and Gijsbert Erkens Peer interactions among adolescents using computer networks in an international role playing exercise ..... ..... ......... ..... ....... ....... ................. 67 Judith Torney-Purta Implementing a model of cognitive development in an intelligent learning environment ................................................................. ........... 72 Patrick Mendelson and Pierre Dillenbourg Differences in patterns: Studying computer enhanced learning environments ...................................................................................... 79 Gavriel Salomon VIII Part II Using Educational Technology to Promote Conceptual Change in the Physical Sciences Multimedia environments for enhancing science instruction ......................... 89 Susan R. Goldman, Anthony Petrosino, Robert D. Sherwood, Steve Garrison, Daniel T. Hickey, John D. Bransford, and James W. Pellegrino The Mars Mission Challenge: A generative problem-solving school science environment .................................................................. 97 Daniel T. Hickey, Anthony Petrosino, James W. Pellegrino, Susan R. Goldman, John D. Bransford, Robert D. Sherwood, and the Cognition and Technology Group at Vanderbilt Studying and teaching model-based reasoning in science ............................ 104 Kalyani Raghavan and Robert Glaser Promoting studies on conceptual change ................................................. 112 Sigmar-OlafTergan and Uwe Oestenneier Diagnosing students' physics knowledge and remediating learning difficulties: A computer-based approach .................................................. 119 G. Andaloro, L. Bellomonte, and R.M. Sperandeo-Mineo Development of a learning environment for basic electricity ....................... 126 JoOO Loureiro Development of an information system to help conceptual change concerning the human nervous system ..... ....... ....... ....... ....... ....... ....... .... 134 Teressa Bettencourt Analysis of physics knowledge for learning environments ......................... 141 Andree Tiberghien Integrating computer software tools in learning environments for meaningful learning ....................................................................... 150 Alexandros Barbas, Panagiotis Koumaras , and Dimitris Psillos Ecoland: A hypermedia prototype for environmental education .................... 157 Donatella Cesarini IX Part III Technology-Based Learning Environments for Knowledge Acquisition in Mathematics and in Language Multimedia environments for enhancing student learning in mathematics .......................... ............................................................ 167 Cognition and Technology Group at Vanderbilt Tutoring mathematical text problems: From cognitive task analysis to didactic tools ................................................................................. 174 Kurt Reusser Less can be more: Unintelligent tutoring based on psychological theories and experimentation ................................................................ 183 Mitchell J. Nathan and Lauren B. Resnick The use of an intermediate model for solving word problems ...................... 193 Baruch B. Schwarz and Lauren B. Resnick Qualitative analysis of children's learning of programming in the context of a developing culture of open-ended project work in a primary school ........ ................... .............. ................................... 200 C. Kynigos, G. Gyjtodimos, and P. Georgiadis Computer-assisted learning to read and write: A three-year longitudinal study ............................................................. 208 Kenneth E. Sinclair Computer facilitations of the writing process .......................................... 216 Alison Elliott Flow driven English course ................................................................. 225 Ryszard Stocki x Part IV Taking into Consideration the Needs of the Learner Investigating the use of knowledge proftles in a flexible learning environment: Analyzing students' prior knowledge states ........................... 235 Filip J.R. C. Dochy Knowledge and learning skill student model ............................................ 243 M. Panagiotou, M. Grigoriadou, and G. Philokiprou Semantic networks of action . ... ... ..... ... ... ..... ... ... ........... ..... ...... ..... ... ..... 250 Charles Albert Tijus and Sebastien Poitrenaud Representation systems in mathematics and science: The era of computers .... ...... ..... ....... ............. ........... ..... ...... ..... ............ 260 Haralambos Sakonidis Use of grapbics in computer aided learning in chemistry ............................ 268 Josette Morinet Lambert Effects of visible link-types on learning in hypertext systems ..................... 276 Zhengmai Zhao Knowledge construction and acquisition in a hypermedia environment customized for learning purposes . ............ ..... .... .... .... ......... .... ......... .... ... 283 George Gyftodimos and Maira Spiliopoulou Hypertext learning environments and epistemic beliefs: A preliminary investigation ..... .... ....... ............. ............... ............. ........ 290 Michael J. Jacobson and Rand J. Spiro Investigating motivation and cooperation in computer-assisted learning: A pilot study... ....... ..... ..... ..... ... ....... ..... ..... ..... ..... ..... ..... ..... 296 Kim Issroff
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