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Computers & Education

1999 Volume 33, Number 2

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Table of Contents

Number of articles: 8

  1. Integrated learning systems in the classroom

    David Wood, Jean Underwood & Peter Avis

    The main focus for this paper is an overview and critique of an extensive series of empirical evaluations of Integrated Learning Systems (ILS) in UK classrooms which took place between 1994 and... More

    pp. 91-108

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  2. Unlocking conceptual learning in mathematics and science with effective representational systems

    Peter C.-H Cheng

    The representational analysis and design project is investigating the critical role that representations have on conceptual learning in complex scientific and mathematical domains. The fundamental ... More

    pp. 109-130

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  3. The functions of multiple representations

    Shaaron Ainsworth

    Multiple representations and multi-media can support learning in many different ways. In this paper, it is claimed that by identifying the functions that they can serve, many of the conflicting... More

    pp. 131-152

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  4. Help seeking, learning and contingent tutoring

    H. Wood & D. Wood

    The focus of this paper is the application of the theory of contingent tutoring to the design of a computer-based system designed to support learning in aspects of algebra. Analyses of interactions... More

    pp. 153-169

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  5. Teachers implementing pedagogy through redeem

    S. Ainsworth, S. Grimshaw & J. Underwood

    Previous research has shown that teachers, working in computer supported classrooms, are often unhappy with what they perceive as a diminution of their role as educators. One solution to the... More

    pp. 171-187

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  6. Expertise, models of learning and computer-based tutoring

    F. Gobet & D. Wood

    In a wide and diverse range of contexts, from academic disciplines through to games and sports, analyses of what it takes to be judged an expert have established a number of common claims. In this ... More

    pp. 189-207

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  7. It ain’t what you learn but the way that you learn it

    B du Boulay & R Luckin

    pp. 209-215

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  8. CREDIT to classrooms: an evidence base for pedagogical development

    John Gardner & Billy McClune

    pp. 217-222

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