Literaturnachweis - Detailanzeige
| Autor/inn/en | Black, John B.; und weitere |
|---|---|
| Titel | Assessing Student Understanding and Learning in Constructivist Study Environments. |
| Quelle | (1994), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Archaeology; Comparative Analysis; Computer Assisted Instruction; Computer Graphics; Computer Simulation; Constructivism (Learning); Courseware; Educational Assessment; Educational Environment; Educational Technology; Elementary School Students; Evaluation Methods; Grade 6; Intermediate Grades; Problem Solving; New York (New York) |
| Abstract | Teachers College of Columbia University (New York) and the Dalton School, an independent school in New York City, have collaborated on the Dalton Technology Project and its "Archaeotype" program which presents students with a graphic simulation of an archeological site. Students simulate digging up the artifacts, use reference sources to learn about the history, and apply their knowledge in the simulation. Comparing the ability of "Archaeotype" students to investigate and make conclusions with that of students who did not use the "Archaeotype" program serves as a test of learning and understanding from the simulation. Subjects were 20 sixth graders, who were compared with 20 from another independent school. Students used a simulation unfamiliar to both groups. Results show an impressive ability on the part of "Archaeotype" students to create explanations of observations and argue for the validity of those explanations using a mixture of their own ideas and terms and the technical terminology and concepts in the simulation. "Archaeotype" students did not excel in data representation, an area in which the simulation might be strengthened. One table presents analysis results. (Contains 8 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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