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TITLE	Powerful Learning Environments
ISBN	0-08-044275-7
URL	Hyperlink
AUTHORS	De Corte, E.;Verschaffel, L.;Entwistle, N.;van Merrienboer, J.
EDITION
VOLUME
PAGES	266
IMPRINT	Pergamon
BINDING	HC
DESCRIPTION	Hardbound. Over the past ten to fifteen years the international scene of research on learning and instruction has witnessed the emergence of important and promising developments. New theoretical frameworks, design principles, and research methodologies focusing on the construction, implementation, and evaluation of powerful learning environments have been put forward, coming from three intersecting subdomains within the broader field of research on learning and instruction - namely instructional psychology, instructional technology, and instructional design. Although it is obvious that the developments in those three subdomains are characterized by similarities and convergencies, there are still important differences. Therefore, there is a great need for scientific debate and attempts to integrate, or justify, the contrasting theoretical frameworks, methodological approaches, and empirical outcomes. A European research network, coordinated by the Center f
PUBDATE	01-Aug-03
USD	85
Euro	85
REVIEW
TOC	Contributors. Introduction. General Perspectives on Components and Dimensions of Powerful Learning Environments. Powerful learning and the many faces of instructional design: toward a framework for the design of powerful learning environments (J. van Merriënboer, F. Paas). Designing learning environments that foster the productive use of acquired knowledge and skills (E. De Corte). Computer-supported collaborative learning: an approach to powerful learning environments (E. Lehtinen). Learning to work creatively with knowledge (C. Bereiter, M. Scardamalia). Identifying and Measuring Components and Dimensions of Powerful Learning Environments: Experiences and Reflections. Measuring behavioral change processes during an ongoing innovation program: scope and limits (M. Boekaerts, A. Minnaert). Investigating ways of enhancing university teaching-learning environments: measuring students' approaches to studying and perceptions of teaching (N. Entwistle et al.). The power of learning environments and the quality of student learning (J. Vermunt). Design and Application of Technological Tools to Support Learning in Powerful Learning Environments. Informational support in designing powerful learning environments (J. Pieters et al.). Computer technologies in powerful learning environments: the case of using animated and interactive graphics for teaching financial concepts (M. Bétrancourt et al.). Computer support for collaborative and argumentative writing (G. Erkens et al.). The Role of Peer Tutoring and Collaboration for Promoting Conceptual Change and Intentional Learning in Different Content Domains. Using collaborative, computer-supported, model building to promote conceptual change in science (S. Vosniadou, V. Kollias). Analysis of peer interaction among children in a tutoring situation pertaining to mathematical problems of the multiplying type (M. Crahay et al.). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders (H. Van Keer, J.P. Verhaeghe).
SUBJECT	Educational Psychology
BOOK SERIES	Advances in Learning and Instruction
SUPER AREA	Social and Behavioral Sciences

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