Table Of ContentNATO 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
