Search results for author:"D N Perkins"
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Educational Technology Vol. 31, No. 9 (1991) pp. 19–21
Discussion of constructivism that is based on concerns raised in an earlier issue focuses on demands placed on the learners. Three areas are explored: (1) cognitive complexity; (2) task management, to help sequence students through a learning...
Educational Technology Vol. 31, No. 5 (1991) pp. 18–23
Discussion of three basic goals of education--retention, understanding, and active use of knowledge and skills--focuses on information processing technologies and educational practices surrounding the idea of constructivism. Highlights include the...
Journal of Educational Computing Research Vol. 2, No. 1 (1986) pp. 37–55
Examines reasons why some elementary and secondary students learn programming in BASIC and LOGO much better than others suggesting this happens because students bring different learning patterns to the programming context. Pitfalls novices face in...
Journal of Educational Computing Research Vol. 3, No. 2 (1987) pp. 149–69
Discusses the impact of computer programing instruction on cognitive skills and suggests two mechanisms of transfer--low road, from practice, and high road, from generalization. Previous research that tried to measure transfer from programing is...
When Learning about the Real World is Better Done Virtually: A Study of Substituting Computer Simulations for Laboratory Equipment
N D. Finkelstein; W K. Adams; C J. Keller; P B. Kohl; K K. Perkins; N S. Podolefsky; S Reid; R LeMaster
Physical Review Special Topics - Physics Education Research Vol. 1, No. 1 (2005) pp. 10103–1
This paper examines the effects of substituting a computer simulation for real laboratory equipment in the second semester of a large-scale introductory physics course. The direct current circuit laboratory was modified to compare the effects of...