Search results for author:"Daniel L Schwartz"
Total records matched: 12 Search took: 0.087 secs
You may get more results with author:"Daniel L Schwartz".
Optometric Education Vol. 18, No. 4 (1993) pp. 115–18
A guide to development of effective computer-assisted instruction outlines four essential phases (planning, design, execution, and distribution), with specific activities to occur in each phase. In addition, frequent internal review is seen as...
Journal of Computing in Higher Education Vol. 12, No. 2 (2001) pp. 3–33
Offers some recent examples and findings that may help design computer-supported collaboration in higher education and initiates a theoretical discussion that focuses on individuals who collaborate. Focuses on the important role of the productive...
This study tested the hypothesis that children bring specifiable expectations to their use of interactive computer programs, and that these expectations will determine, to a large extent, which features of a given program will be motivating to a...
International Journal of Science Education Vol. 31, No. 3 (February 2009) pp. 419–438
Interactive simulations are entering mainstream science education. Their effects on cognition and learning are often framed by the legacy of information processing, which emphasized amodal problem solving and conceptual organization. In contrast,...
Experience and Explanation: Using Videogames to Prepare Students for Formal Instruction in Statistics
Journal of Science Education and Technology Vol. 23, No. 4 (August 2014) pp. 538–548
Well-designed digital games can deliver powerful experiences that are difficult to provide through traditional instruction, while traditional instruction can deliver formal explanations that are not a natural fit for gameplay. Combined, they can...
Journal of Cognition and Development Vol. 6, No. 1 (February 2005) pp. 65–88
Three studies examined whether mathematics can propel the development of physical understanding. In Experiment 1, 10-year-olds solved balance scale problems that used easy-to-count discrete quantities or hard-to-count continuous quantities. Discrete ...
Educational Technology Research and Development Vol. 47, No. 2 (1999) pp. 39–59
Describes a software shell, STAR.Legacy, designed to guide attempts to help students learn from case, problem, and project-based learning. STAR.Legacy supports the integration of four types of learning environments: learner-centered, knowledge...
Journal of Research in Science Teaching Vol. 52, No. 1 (January 2015) pp. 58–83
Evaluating the relation between evidence and theory should be a central activity for science learners. Evaluation comprises both hypothetico-deductive analysis, where theory precedes evidence, and inductive synthesis, where theory emerges from...
Technology, Knowledge and Learning Vol. 21, No. 2 (2016) pp. 195–210
In partnership with both formal and informal learning institutions, researchers have been building a suite of online games, called choicelets, to serve as interactive assessments of learning skills, e.g. critical thinking or seeking feedback. Unlike ...
A Comparison of Two Methods of Active Learning in Physics: Inventing a General Solution versus Compare and Contrast
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 2 (2016) pp. 177–195
A common approach for introducing students to a new science concept is to present them with multiple cases of the phenomenon and ask them to explore. The expectation is that students will naturally take advantage of the multiple cases to support...
Journal of Science Education and Technology Vol. 18, No. 4 (August 2009) pp. 334–352
Betty's Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty's Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies...
Doris B. Chin; Ilsa M. Dohmen; Britte H. Cheng; Marily A. Oppezzo; Catherine C. Chase; Daniel L. Schwartz
Educational Technology Research and Development Vol. 58, No. 6 (December 2010) pp. 649–669
One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social ...