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Technology-Based Learning Environments

Psychological and Educational Foundations

  • Stella Vosniadou
  • Erik De Corte
  • Heinz Mandl
Conference proceedings

Part of the NATO ASI Series book series (volume 137)

Table of contents

  1. Front Matter
    Pages I-X
  2. Editors’ Introduction

    1. Stella Vosniadou, Erik De Corte, Heinz Mandl
      Pages 1-7
  3. Design Principles for Learning Environments

  4. Using Educational Technology to Promote Conceptual Change in the Physical Sciences

    1. Front Matter
      Pages 87-87
    2. Susan R. Goldman, Anthony Petrosino, Robert D. Sherwood, Steve Garrison, Daniel T. Hickey, John D. Bransford et al.
      Pages 89-96
    3. Daniel T. Hickey, Anthony Petrosino, James W. Pellegrino, Susan R. Goldman, John D. Bransford, Robert D. Sherwood et al.
      Pages 97-103
    4. Kalyani Raghavan, Robert Glaser
      Pages 104-111
    5. Sigmar-Olaf Tergan, Uwe Oestermeier
      Pages 112-118
    6. Alexandros Barbas, Panagiotis Koumaras, Dimitris Psillos
      Pages 150-156
  5. Technology-Based Learning Environments for Knowledge Acquisition in Mathematics and in Language

  6. Taking into Consideration the Needs of the Learner

  7. Back Matter
    Pages 303-309

About these proceedings

Introduction

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.

Keywords

Belief Systems Conceptual change Kognitive Modellierung Lernumgebungen Prior knowledge cognitive modeling complex systems graphics hypermedia hypertext learning environments model modeling Übersetzungssysteme

Editors and affiliations

  • Stella Vosniadou
    • 1
  • Erik De Corte
    • 2
  • Heinz Mandl
    • 3
  1. 1.Department of Elementary EducationUniversity of AthensAthensGreece
  2. 2.Center for Instructional Psychology and TechnologyUniversity of LeuvenLeuvenBelgium
  3. 3.Institut für Pädagogische Psychologie und Empirische PädagogikUniversität MünchenMünchenGermany

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-642-79149-9
  • Copyright Information Springer-Verlag Berlin Heidelberg 1994
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-642-79151-2
  • Online ISBN 978-3-642-79149-9
  • Buy this book on publisher's site