Search results for author:"Sadhana Puntambekar"
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University of Wisconsin, Madison
Instructional Science: An International Journal of the Learning Sciences Vol. 23, No. 1 (1995) pp. 163–82
Defines metacognition, examines metacognitive differences in learners, reviews past and current developments in intelligent tutoring systems, and introduces a computer-based system to help learners develop metacognition in studying from texts....
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 1399–1400
With numerous courses being offered via the WWW, it is important to focus on the design of course content. In this paper we discuss a constructivist, problem based approach in designing web based learning environments which we are using this...
Analyzing collaborative interactions: divergence, shared understanding and construction of knowledge
Computers & Education Vol. 47, No. 3 (November 2006) pp. 332–351
One of the most important facets of collaborative learning is the interaction between individual and collaborative learning activities – between divergent perspectives and shared knowledge building. Individuals bring divergent ideas into a...
Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment
Journal of Educational Multimedia and Hypermedia Vol. 16, No. 4 (October 2007) pp. 429–459
With the proliferation of technology, electronic texts in the form of hypertext and hypermedia systems as well as digital libraries are increasingly being used in scientific inquiry. Digital or hypertext documents are nonlinear and flexible, and...
Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed?
Educational Psychologist Vol. 40, No. 1 (2005) pp. 1–12
This article discusses the change in the notion of scaffolding from a description of the interactions between a tutor and a student to the design of tools to support student learning in project-based and design-based classrooms. The notion of...
Computers & Education Vol. 128, No. 1 (January 2019) pp. 36–51
The aim of this study was to investigate how teachers interact with students in order to prepare them to conduct research with multiple online texts as part of the process of scientific inquiry in the classroom. The specific focus of this work was...
International Journal on E-Learning Vol. 2, No. 2 (2003) pp. 46–54
The purpose of this research was to examine how communities of learners could be established and sustained in web-based distance education courses. Three graduate level, constructivist, project-based courses were examined. These three courses were...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 5 (November 2005) pp. 451–481
In this paper, we present two studies designed to help students navigate effectively and learn from a hypertext system, CoMPASS. Our first study ("N" = 74) involved an analysis of students' navigation patterns to group them into clusters, using a "k"...
Journal of Science Education and Technology Vol. 21, No. 6 (December 2012) pp. 754–767
Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but...
Journal of Educational Computing Research Vol. 16, No. 1 (1997) pp. 1–35
Describes and evaluates Metacognition in Studying from Texts (MIST), a system that helps students develop metacognitive skills by providing a process-based interface and support for collaboration and reflection. A study of 20 ninth graders...
Navigation Behaviors and Strategies Used by Middle School Students to Learn From a Science Hypertext
Journal of Educational Multimedia and Hypermedia Vol. 20, No. 4 (December 2011) pp. 387–423
The incorporation of various textual resources into scientific inquiry is important for establishing background knowledge. Many of these resources are now presented in hypertext or hypermedia environments, which require students to comprehend and...
Journal of the Learning Sciences Vol. 16, No. 1 (2007) pp. 81–130
Examining how teachers structure the activities in a unit and how they facilitate classroom discussion is important to understand how innovative technology-rich curricula work in the context of classroom instruction. This study compared 2 enactments ...
Exploration of Factors that Affect the Comparative Effectiveness of Physical and Virtual Manipulatives in an Undergraduate Laboratory
Physical Review Special Topics - Physics Education Research Vol. 8, No. 1 (2012) pp. 10113–1
Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer...
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) into Practice
Janet L. Kolodner; Paul J. Camp; David Crismond; Barbara Fasse; Jackie Gray; Jennifer Holbrook; Sadhana Puntambekar; Mike Ryan
Journal of the Learning Sciences Vol. 12, No. 4 (2003) pp. 495–547
This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both,...