Author: Naval Undersea Warfare Center (U.S.). In-House Laboratory Independent Research Program
Publisher:
ISBN:
Category : Hydrodynamics
Languages : en
Pages : 278

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Book Description

Author: Sandra P. Marshall
Publisher: Cambridge University Press
ISBN: 0521430720
Category : Education
Languages : en
Pages : 440

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Book Description
Schemas in Problem Solving introduces a new approach to the study of learning, instruction, and assessment. Focusing on the area of arithmetic story problems, Marshall shows how instruction can lead to more meaningful learning by emphasizing the ways students acquire and store knowledge in memory. She identifies major knowledge structures called schemas, describes instruction designed around theses structures, and assesses the strengths and weaknesses in the knowledge that the students demonstrate following instruction. To evaluate the success of her approach, Marshall describes traditional experiments and computer simulations of student performance.

Author:
Publisher:
ISBN:
Category : Aeronautics
Languages : en
Pages : 1556

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Book Description

Author: Charles R. Dills
Publisher: Educational Technology
ISBN: 9780877782940
Category : Education
Languages : en
Pages : 936

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Book Description
An encyclopedic examination of competing paradigms in the areas of instructional design and development at all levels and in a variety of environments. The 46 treatments feature the analysis of experienced scholars and sometimes the authors of the particular theories under discussion which include topics in instructional development in its philosophical mode (constructivism, postmodernism, systems approach), as a cultural vantage point, and in theory and application reviewing the effects of technology on class design, the influences of semiotics, the strategic advantages of constructivist instruction versus linear designs, and modeling for applying design strategies from constructivism and cognitive theory to individualizing instruction with adult learners. Annotation copyrighted by Book News, Inc., Portland, OR

Author: Cognitive Science Society (US) Conference
Publisher: Psychology Press
ISBN: 1317781619
Category : Psychology
Languages : en
Pages : 1204

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Book Description
This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 14th annual meeting of the Cognitive Science Society.

Author: David Jonassen
Publisher: Routledge
ISBN: 1136462120
Category : Education
Languages : en
Pages : 518

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Book Description
Selected as one of the outstanding instructional development books in 1989 by the Association for Educational Communications and Technology, this volume presents research in instructional design theory as it applies to microcomputer courseware. It includes recommendations -- made by a distinguished group of instructional designers -- for creating courseware to suit the interactive nature of today's technology. Principles of instructional design are offered as a solid base from which to develop more effective programs for this new method of teaching -- and learning.

Author: Hamido Fujita
Publisher: IOS Press
ISBN: 1607506289
Category : Computers
Languages : en
Pages : 528

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Book Description
Contains 30 papers from the SoMeT_10 international conference on new trends in software methodology, tools and techniques in Yokohama, Japan. This book offers an opportunity for the software science community to reflect on where they are and how they can work to achieve an optimally harmonized performance between the design tool and the end-user.

Author: Fred Paas
Publisher: Routledge
ISBN: 1135065810
Category : Education
Languages : en
Pages : 79

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Book Description
The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of Cognitive Load Theory emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is continuing its role of using cognitive psychology principles to generate novel instructional design procedures.

Author: Annemarie Fritz
Publisher: Springer
ISBN: 3319971484
Category : Education
Languages : en
Pages : 834

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Book Description
This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there’s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it’s time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

Author: Eilish McLoughlin
Publisher: Springer
ISBN: 3030181375
Category : Science
Languages : en
Pages : 247

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Book Description
This book discusses novel research on and practices in the field of physics teaching and learning. It gathers selected high-quality studies that were presented at the GIREP-ICPE-EPEC 2017 conference, which was jointly organised by the International Research Group on Physics Teaching (GIREP); European Physical Society – Physics Education Division, and the Physics Education Commission of the International Union of Pure and Applied Physics (IUPAP). The respective chapters address a wide variety of topics and approaches, pursued in various contexts and settings, all of which represent valuable contributions to the field of physics education research. Examples include the design of curricula and strategies to develop student competencies—including knowledge, skills, attitudes and values; workshop approaches to teacher education; and pedagogical strategies used to engage and motivate students. This book shares essential insights into current research on physics education and will be of interest to physics teachers, teacher educators and physics education researchers around the world who are working to combine research and practice in physics teaching and learning.