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

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0258-1248 giesin the last ten years hasraised high expectations with respect to thepossibilitiesof the computer as an instructional tool forenhancingstudents‘ problem-solving skills.This volume is the first to assemble, review, and discussthe theoretical, methodological, anddevelopmental knowledgerelating to

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Faith and Fiction of Muriel Sparkthis strategy as well as the knowledge they process are delineated and it is indicated how these components can be realized on a computer. Implications for the design of an Intelligent Tutoring System that helps students to improve their example-processing skills are outlined.

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Images of Learningd understanding the structure of activities and present a brief case study of a remarkable classroom activity in which a group of sixth grade children essentially invented graphing as a way of representing motion.

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Fostering Conceptual Change: The Role of Computer-Based Environmentss place are the situations which make students aware of their entrenched beliefs and provide them with information which facilitates their eventual re-interpretation. Computer-based learning environments have a distinct advantage over traditional methods for achieving these objectives.

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Teaching for Transfer of Problem-Solving Skills to Computer Programmingnto separate parts. These instructional methods improved problem-solving performance substantially over conventional instruction. The results are consistent with Singley and Anderson’s [27] theory of specific transfer of general skills.

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,: The Limits of Propp’s Analysis, and solutions by others. We discuss how the results of these exploratory studies suggest changes to current Lisp instruction, and describe some instructional materials we are currently developing, including a set of . and a hypermedia library of Lisp templates.

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The Falklands, Politics and Waremologies underlying the single-variable experiments (illustrating an analytic approach) and the classroom project (illustrating a systemic approach) are contrasted and discussed, leading to differential implications for the study of computer-based learning environments and problem solving.