Epistemological Change through Peer Apprenticeship Learning: From Rule-Based to Idea-Based Social Constructivism
IJCFML Volume 3, Number 1, ISSN 1382-3892
Describes the peer-apprenticeship learning situation between two students in distributed computer-mediated co-construction of mathematical meanings. As a result of assimilating the disposition towards playing with ideas, students were able to engage in meaningful idea-based social constructivism. Contains 60 references. (Author/ASK)
Loong, D.H.W. (1998). Epistemological Change through Peer Apprenticeship Learning: From Rule-Based to Idea-Based Social Constructivism. International Journal of Computers for Mathematical Learning, 3(1), 45-80.
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Benson Soong & Benson Soong
Australasian Journal of Educational Technology Vol. 24, No. 5 (Jan 01, 2008)
Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology
David Hung, National Institute of Education, Singapore
Journal of Interactive Learning Research Vol. 13, No. 4 (2002) pp. 393–414
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