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Construction and abstraction: contrasting methods of supporting model building in learning science

Luckin, Rosemary and du Boulay, Benedict (2002) Construction and abstraction: contrasting methods of supporting model building in learning science. In: The Role of Communication in Learning to Model. Lawrence Erlbaum Associates, New York, pp. 99-125. ISBN 978-0-8058-4064-3 (hardback) 978-1-4106-0628-0 (electronic)

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Item Type: Book Section
Additional Information: a. Modelling learner behaviour when learning science b. Socio-cultural theoretical base - case study methodology c. The paper provides a definition of ‘Interactivity’ for learners using educational software. This definition stresses the distinction between conceptual and operational interactivity and uses these distinctions to explore empirical data from 2 studies involving learners of science interacting with software. The way in which the systems offer students a range of representations, tools, environments and assistance to construct a model which reflects their understanding of a situation which exists in the real world is a focus fro discussion. In particular, the range of possibilities offered to learners to improve their communicative competence and articulate their understandings to themselves, to others or to the system itself. d. Chapter invited after presentation at a conference e. f. Output was refereed by 3 reviewers g. The proportional contribution of the author was 50% g. The proportional contribution of the author was 50%
Controlled Keywords: ICT and learning
Divisions: IOE Departments > Departments > Geography, Enterprise, Mathematics and Science
IOE Departments > Departments > London Knowledge Lab
Depositing User: IOE Repository Editor (2)
Date Deposited: 17 Apr 2009 15:54
Last Modified: 14 Oct 2013 10:34
URI: http://eprints.ioe.ac.uk/id/eprint/155

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