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Title:Modeling and Visualization Across Learning Contexts
Author(s):Bruce, Bertram C.
Subject(s):Modeling
Visualization
Learning
Interdisciplinary learning
Technology-enhanced learning
Taxonomy of educational technologies
Abstract:Dewey's (1956) insight that the "impulses" of the learner are the real foundation of the curriculum is more relevant today than it was when he first formulated it nearly a century ago. As the objects of learning become more complex and the applications more demanding the notion that schooling is about the imparting of simple schemas for knowledge appears less and less tenable. In particular, the opportunities that new technologies afford, coupled with the challenges they imply, mean that learning must be conceived more explicitly, as it has always been in fact, as a process of constructing meaning out of ill-structured data. When we conceive learning in this way, it becomes clear that it occurs through a process in which the learner progressively expands on prior interests and knowledge to create new knowledge. As Dewey wrote much later in his life (Dewey & Bentley, 1949), we need to understand knowing, rather than knowledge.
Issue Date:2000
Publisher:National Center for Supercomputing Applications/EOT-PACI
Citation Info:Bruce, Bertram C. (2000). Modeling and visualization across learning contexts. In Marcia Linn, Lisa Bievenue (NCSA), Sharon J. Derry, M. E. Verona, & Umesh Thakkar (Eds.), Workshop to integrate computer-based modeling and scientific visualization into teacher education programs. Champaign, IL: National Center for Supercomputing Applications/EOT-PACI.
Genre:Book Chapter
Conference Paper / Presentation
Type:Text
Language:English
URI:http://hdl.handle.net/2142/13375
Publication Status:published or submitted for publication
Peer Reviewed:not peer reviewed
Date Available in IDEALS:2009-08-04


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