Información General

• Editores: Lawrence Erlbaum Associates
• Año de publicación: 2001
• País: España
• Idioma: español
• ISBN: 0-8058-3824-4
• Texto completo no disponible (Saber más ...)

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Psychological models for the development of mathematical understanding: rational numbers and functions

    Robbie Case, Mindy Kalchman, Joan Moss

    págs. 1-38

    

  • Similarity of form and substance: modeling material kind

    Leona Schauble, Margie Pligge, Dolores Strom, Richard Lehrer

    págs. 39-74

    

  • Cognitive development and science education: ships that pass in the night or beacons of mutual illumination?

    Zhe Chen, Eva Erdosne Toth, David Klahr

    págs. 75-120

    

  • The role of the teacher in making sense of classroom experiences and effecting better learning

    Jim Minstrell

    págs. 121-150

    

  • The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning

    Shirley J. Magnusson, Annemarie Sullivan Palincsar

    págs. 151-194

    

  • Cognition, instruction, and the quest for meaning

    Robert S. Siegler

    págs. 195-204

    

  • Learning to research anbout learning

    Herbert A. Simon

    págs. 205-226

    

  • What role do cognitive architectures play in intelligent tutoring systems?

    Kevin Gluck, John R. Anderson

    págs. 227-263

    

  • BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms

    Iris Tabak, Anthony J. Leone, Brian K. Smith, Franci Steinmuller, William A. Sandoval, Brian Reiser

    págs. 263-306

    

  • Tools to assist learning by doing: achieving and assessing efficient technology for learning

    Alan Lesgold, Martin Nahemow

    págs. 307-346

    

  • A collaborative convergence on studying reasoning processes: a case study in Statistics

    Marsha Lovett

    págs. 347-384

    

  • Cognition and instruction: Enriching the laboratory school experience of children, teachers, parents, and undergraduates

    Sharon M. Carver

    págs. 385-426

    

  • Themes in cognitive science and education

    Earl Hunt

    págs. 427-438

    

  • A third metaphor for learning: Toward a Deweyan form of transactional inquiry

    Timothy Koschmann

    págs. 439-454

    

  • Supporting the improvement of learning and teaching in social and institutional context

    Paul Cobb

    págs. 455-478

    

  • Affect and effect in cognitive approaches to instruction

    Sam Wineburg, Pam Grossman

    págs. 479-492

    

  • Progress then and now

    Robert Glaser

    págs. 493-509