For ed & cog psychologists and those involved in teacher education & thinking/prob solving. Discusses the participation of cog scientists in the design & evaluation of educational/training environments, focusing on the interaction btw practice & science
For ed & cog psychologists and those involved in teacher education & thinking/prob solving. Discusses the participation of cog scientists in the design & evaluation of educational/training environments, focusing on the interaction btw practice & science
Contents: Preface. J.R. Anderson C.D. Schunn Implications of the ACT-R Learning Theory: No Magic Bullets. The Cognition and Technology Group at Vanderbilt Adventures in Anchored Instruction: Lessons From Beyond the Ivory Tower. R. Lehrer L. Schauble Modeling in Mathematics and Science. M.T.H. Chi Self-Explaining: The Dual Processes of Generating Inference and Repairing Mental Models. S.P. Gott A.M. Lesgold Competence in the Workplace: How Cognitive Performance Models and Situated Instruction Can Accelerate Skill Acquisition. V.L. Patel D.R. Kaufman J.F. Arocha Conceptual Change in the Biomedical and Health Sciences Domain.
Contents: Preface. J.R. Anderson C.D. Schunn Implications of the ACT-R Learning Theory: No Magic Bullets. The Cognition and Technology Group at Vanderbilt Adventures in Anchored Instruction: Lessons From Beyond the Ivory Tower. R. Lehrer L. Schauble Modeling in Mathematics and Science. M.T.H. Chi Self-Explaining: The Dual Processes of Generating Inference and Repairing Mental Models. S.P. Gott A.M. Lesgold Competence in the Workplace: How Cognitive Performance Models and Situated Instruction Can Accelerate Skill Acquisition. V.L. Patel D.R. Kaufman J.F. Arocha Conceptual Change in the Biomedical and Health Sciences Domain.
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