A. diSessa. Constructivism in the computer age, Lawrence Erlbaum, Mahwah, NJ, (1988)
Abstract
How one intends to use computers to aid learning depends in a dramatic way on what one thinks is important in learning. In this chapter I outline a central theme of my work with computers and learning which follows from certain empirically and theoretically driven predilections concerning the nature of knowledge and its development. The fundamental question is: How do we view the transition
from commonsense reasoning about the physical world to scientific understand ing? Leaving aside the nonconstructivist äccretion" model -- new knowledge by
transmission from textbook or teacher -- there are still very different views of learning that motivate different approaches to the uses of computers.
My own view is that the transition to scientific understanding involves a major structural change toward systematicity, rather than simply a shift in con
tent. After outlining this view by contrasting it with another that presumes a more evenhanded trade of content from prescientific to scientific apprehension, I will discuss uses of computers that follow more or less directly from the structural-change perspective.
%0 Book Section
%1 disessa1988kp
%A diSessa, Andy A.
%B Constructivism in the computer age
%C Mahwah, NJ
%D 1988
%E Forman, G.
%E Pufall, P.
%I Lawrence Erlbaum
%K design education knowledge learning mythesis pieces
%P 49-70
%T Knowledge in pieces
%U http://www.questia.com/PM.qst?a=o&d=13634588#
%X How one intends to use computers to aid learning depends in a dramatic way on what one thinks is important in learning. In this chapter I outline a central theme of my work with computers and learning which follows from certain empirically and theoretically driven predilections concerning the nature of knowledge and its development. The fundamental question is: How do we view the transition
from commonsense reasoning about the physical world to scientific understand ing? Leaving aside the nonconstructivist äccretion" model -- new knowledge by
transmission from textbook or teacher -- there are still very different views of learning that motivate different approaches to the uses of computers.
My own view is that the transition to scientific understanding involves a major structural change toward systematicity, rather than simply a shift in con
tent. After outlining this view by contrasting it with another that presumes a more evenhanded trade of content from prescientific to scientific apprehension, I will discuss uses of computers that follow more or less directly from the structural-change perspective.
@incollection{disessa1988kp,
abstract = {How one intends to use computers to aid learning depends in a dramatic way on what one thinks is important in learning. In this chapter I outline a central theme of my work with computers and learning which follows from certain empirically and theoretically driven predilections concerning the nature of knowledge and its development. The fundamental question is: How do we view the transition
from commonsense reasoning about the physical world to scientific understand ing? Leaving aside the nonconstructivist "accretion" model -- new knowledge by
transmission from textbook or teacher -- there are still very different views of learning that motivate different approaches to the uses of computers.
My own view is that the transition to scientific understanding involves a major structural change toward systematicity, rather than simply a shift in con
tent. After outlining this view by contrasting it with another that presumes a more evenhanded trade of content from prescientific to scientific apprehension, I will discuss uses of computers that follow more or less directly from the structural-change perspective.
},
added-at = {2008-05-30T10:49:03.000+0200},
address = {Mahwah, NJ},
author = {diSessa, Andy A.},
biburl = {https://www.bibsonomy.org/bibtex/29a4e5dd30227e693940e96ca0861f421/yish},
booktitle = {Constructivism in the computer age},
editor = {Forman, G. and Pufall, P.},
interhash = {b88246c6c3910c5c37749227f52f198f},
intrahash = {9a4e5dd30227e693940e96ca0861f421},
keywords = {design education knowledge learning mythesis pieces},
pages = {49-70},
publisher = {Lawrence Erlbaum},
timestamp = {2008-05-30T10:49:06.000+0200},
title = {Knowledge in pieces},
url = {http://www.questia.com/PM.qst?a=o&d=13634588#},
year = 1988
}