Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Preface -- 1. Introduction to Cognition, Education, and Communication Technology -- From a Historical Perspective -- Behaviorism -- Cognitivism -- Sociocultural and Situated Cognition -- Constructivism -- Conclusion -- References -- 2. Designs for Knowledge Evolution: Towards a Prescriptive Theory for Integrating First- and Second-Hand Knowledge -- Cognitive Psychology and "Methodological Isolationism -- Isolating Cognitive Mechanisms -- Isolating the Outcomes of Learning -- Integrative Approaches to Cognitive Research -- Some Approaches to Integrative Research -- DKE -- Measures of Preparation for Future Learning -- Integrating Methods and Measures to Teach Descriptive Statistics -- The Coevolution Activities -- Assessments of Performance and Readiness to Learn -- Summary and Prospects for Computer Technologies -- Acknowledgments -- References -- 3. Getting the Story Straight: The Role of Narrative in Teaching and Learning With Interactive Media -- The Problem -- Getiing the Story Straight -- What is Narrative? -- Narrative and Cognition -- Narrative and Interactive Media -- Mediating Learning -- Narrative Guidance and Narrative Construction -- Manipulating Narrative-An Empirical Study -- "Galapagos" CD-ROM -- Linear Version -- RBL Version -- GDL Version -- Rationale -- Collecting Data -- Findings -- Designing Interactive Learning Environments -- Conclusions -- Acknowledgments -- References -- 4. Technology and the New Culture of Learning: Tools for Education Professionals -- New Conceptions of Knowledge, Intelligence, Learning, and Teaching -- Knowledge and Competence -- Intelligence -- Learning and Teaching -- Professional Learning for New Forms of Teaching -- Technology-Based Tools for Professional Apprenticeship.

Building a Coherent Theoretical Understanding and Common Vocabulary of Teaching and Learning -- Learning to Observe and Critique Teaching: Structured Professional Talk About the Principles of Learning in Practice -- Tools for Analyzing Student Work -- Making Technology Work: Social Designs for Professional Learning -- References -- 5. Modeling the Perceptual Component of Conceptual Learning-A Coordination Perspective -- The ZBIE Model of Language Learning -- Human Learning: A Green Globs Experiment -- Analysis of the Green Globs Interaction -- Summary of Interpretations -- The Construction of Reference -- Aspects of Representing -- Collaboration -- Breakdown, Action, and Talk -- Coordinating Multiple Interpretations in Two Languages -- Coordinating Acts of Redescription -- Conclusions: Lessons Learned for "Intelligent Tutoring Systems -- Acknowledgments -- References -- 6. Metacognition, Distributed Cognition, and Visual Design -- A More Situated, Distributed View of Metacognition -- Classical Tools for Improving Metacognition -- Good Design is Cognitively Effective -- Cue Structure and Cognitive Workflow -- Cue Structure and Digital Document Design -- Visual Elements -- Conclusion -- Acknowledgments -- References -- 7. External Cognition, Innovative Technologies, and Effective Learning -- IMM -- Interactive Ecology Learning (Ecoi): Understanding Dynamic (Eco)Systems -- Module 1: Learning Factual Knowledge -- Module 2 "IntroWeb": Learning to Read the Diagram -- Module 3 "LinkWeb": Constructing the Diagram -- Module 4 "EraserWeb": Holistic Reasoning -- Evaluating Ecoi -- Virtual Worlds, Virtual Characters -- Building a Virtual Theatre -- Evaluation of the Virtual Puppet Theatre -- Mixed Reality Environments (MREs) -- Conceptualizing MREs -- The Chromarium: An MRE For Experimentation (2002).

The Hunting of the Snark: An MRE For Exploration and Imagination (2002) -- Closing Thoughts -- References -- 8. Seeing Through the Screen: Human Reasoning and the Development of Representational Technologies -- Representations and Scientific Reasoning -- Perception, Representation, and Action -- Research Design -- Participants and Analysis -- The Graphical Representation -- Results -- Discussion -- Conclusion -- Acknowledgments -- References -- 9. WISE Design for Lifelong Learning-Pivotal Cases -- Examples in the Science Curriculum -- Abstract Examples -- Discrepant Events -- Accessible Examples -- Pat and Ashley Study Insulation and Conduction -- Comparison Studies of Pivotal Cases -- Spontaneous Pivotal Cases -- Designed Cases -- Discussion -- Criteria for Pivotal Cases -- Goals of Science Courses and Pivotal Cases -- Conclusions -- Acknowledgments -- References -- 10. Determinants of Discovery Learning in a Complex Simulation Learning Environment -- Discovery Learning -- Determinants of Discovery Learning -- Specific Knowledge (Domain Knowledge) -- General Skills (Intelligence and Metacognitive Skills) -- Specific Skills (Discovery Skills) -- The Optics Learning Environment -- The Domain -- The Learning Environment -- Research Methods -- Generic Knowledge -- Domain Knowledge -- Metacognitive Skills and Intelligence -- Discovery Skills -- Overview of Results -- Generic and Domain-Specific Knowledge -- Metacognitive Skills and Intelligence -- Discovery Skills -- The Role of Determinants and the Creation of a Simulation Model of Discovery Learning -- Discovery Learning and Prior Knowledge -- Discovery Skills -- Implications for Instruction -- Acknowledgments -- References -- Author Index -- Subject Index.

This book presents some of the recent theoretical developments in the cognitive and educational sciences and the implications for the use of ICT in the organization of school and university education.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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