Abstract
The paper discusses the meaning of this book’s title emphasizing (a) that effective computer-based learning environments are drastically transformed learning settings, and (b) that such learning environments affect problem solving in two ways: They affect problem solving during interaction with computer programs and they leave a more lasting cognitive residue as a consequence. Three experimental studies are briefly described that illustrate this point. However, the use of computers in these studies was not accompanied by any significant environmental changes. Such changes came in another project carried out in eighth grade classes. The epistemologies 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.
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© 1992 Springer-Verlag Berlin Heidelberg
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Salomon, G. (1992). Effects with and of computers and the study of computer-based learning environments. In: De Corte, E., Linn, M.C., Mandl, H., Verschaffel, L. (eds) Computer-Based Learning Environments and Problem Solving. NATO ASI Series, vol 84. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77228-3_12
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DOI: https://doi.org/10.1007/978-3-642-77228-3_12
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-77230-6
Online ISBN: 978-3-642-77228-3
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