The Computer as a Tool for Learning through Reflection. Technical Report No. 376.

Autor/inn/en	Collins, Allan; Brown, John Seely
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; BBN Labs, Inc., Cambridge, MA.
Titel	The Computer as a Tool for Learning through Reflection. Technical Report No. 376.
Quelle	(1986), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cognitive Processes; Computer Assisted Instruction; Computer Software; Educational Environment; Higher Education; Learning Processes; Learning Theories; Mathematics Instruction; Metacognition; Models; Problem Solving; Process Education; Reading Instruction; Teaching Methods; Tennis; Writing Instruction + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Computer based training; Computerunterstützter Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning theory; Lerntheorie; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; Problemlösen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	Because of its ability to record and represent process, the computer can provide a powerful, motivating, and as yet untapped tool for focusing the students' attention directly on their own thought processes and learning through reflection. Properly abstracted and structured, the computational medium can capture the processes by which a novice or expert carries out a complex task, and this process trace or audit trail can become a useful object of study for students trying to improve performance. Reflection is important to learning because: (1) students can compare their own process to the way more expert performers carry out the process; (2) with reification, it is possible to reconfigure a process representation so that students can see separate aspects of the process together and can view the process itself from perspectives not seen before; (3) students can derive abstractions about the process by comparing multiple performances simultaneously; and (4) abstractions can be constructed in a form that is critical to developing good metacognitive strategies. When designing learning environments it is important to consider how to record and abstract the problem-solving processes used by students and provide students with facilities for replaying and observing their own performance and the performance of other students. Process models of more advanced performance should also be provided. The major part of this report focuses on the power and possibilities of reflective media for learning the skills of tennis, problem solving in algebra and geometry, writing, and reading. A 13-item reference list and 5 figures are provided. (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC