This study seeks to establish which scientific reasoning skills are primarily domain-general and which appear to be domain-specific. The subjects, 12 university undergraduates, each participated in self-directed experimentation with three different content domains. The experimentation contexts were computer-based laboratories in d.c. circuits…

This paper discusses a range of teaching styles possible for use in Intelligent Computer Aided Instruction (ICAI) and suggests that they may usefully be thought of as points within a framework of guided discovery teaching methods. The nature of guidance in tutoring and possible ways of providing guidance are discussed in the context of…

A computer language that can be used by people of all ages, Logo allows children the freedom to direct their own learning. Integrating Logo into the curriculum provides students the opportunity to program a computer, to engage in logical, sequential thinking and planning, to solve problems, and to manipulate text, language, graphics, and music…

Two issues inhibit full utilization of computer-assisted instruction (CAI). The first of these issues concerns authorship of CAI programs. Should it be left with classroom teachers or given to specially trained instructional design teams? The latter approach is preferable for "mainline" systems (those systems that are specifically designed to…

Discusses advantages and limitations of database software in meeting the educational objectives of history instruction; reviews five currently available computer programs (FACTFILE, QUEST, QUARRY BANK 1851, Census Analysis, and Beta Base); highlights major considerations that arise in designing such programs; and describes their classroom use.…

Describes a methodology for creating and using instructional activities enhanced by the use of problem-specific scenarios that include electronic templates for use in both large group and individual modes. Examples of templates used for instruction in planning, decision making, statistical concepts, and software evaluation are presented. (13…

Describes the development of educational computer software called scenario software that was designed to incorporate advances in cognitive, affective, and physiological research. Instructional methods are outlined; the need to change from didactic methods to discovery learning is explained; and scenario software design features are discussed. (24…

ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach…

The feasibility of guiding students of moderate aptitude to select appropriate learning strategies while they are learning an imaginary classification system was investigated in a study that contrasted the effect of system-assigned strategies for learning concepts with strategies selected by students. Subject-matter content was based on a set of…

Two experiments were conducted to investigate the relationships between individual difference variables and discovery vs. non-discovery instructional treatments in learning of an imaginary science. All subjects were able to learn the material, but presentation of examples and rules (non-discovery) led to more rapid learning. There was no…

Twenty-three children in each of 2 first-grade classrooms were observed as they worked in pairs with the computer language Logo in a learning-by-discovery context. Describes children's behaviors related to planning, correction of errors, reflection, causality, and procedure-writing. (RJC)

Some uses of a computer in a high school statistics class are presented. The increased student involvement in the lesson is seen as a result of the line demonstration of the mathematical concepts involved. A special application program written in BASIC is included. (MP)

Reviews current literature in the fields of computer science and education that is related to the structure and use of hypermedia; discusses discovery and incidental learning; examines the nature of the environment and of the learner; describes implications for the design of hypermedia-assisted instruction (HAI); and suggests further research…

Presents a study of problem-solving activities in a hypermedia representation of a theorem-proving problem. Qualitative analyses of user activities and responses to questions asked while using a system called HUGH&ME are described. The need for hypermedia-based tools to support expression and refinement of reasoning during problem solving is…