TY - JOUR
T1 - Cognitive consequences of microcomputer-based laboratories
T2 - Graphing skills development
AU - Linn, Marcia C.
AU - Layman, John W.
AU - Nachmias, Rafi
N1 - Funding Information:
This chapter is based upon research supported by the National Science Foundation under Grant No. MDR 8470 514. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. The curriculum was developed as a joint venture of the Lawrence Hall of Science (LHS) at the University of California, Berkeley; the Technical Educational Research Center (TERC), Cambridge, MA; and the Mount Diablo School District in Contra Costa County, CA. Participants were M. C. Linn of the LHS, Director of the Computer as Lab Partner Project; J. S. Stein, graduate assistant; J. W. Layman of the University of Maryland on sabbatical leave at the LHS; R. Tinker and J. Mokros of TERC in Cambridge, MA; R. Thornton of TERC and Tufts University in Cambridge, MA; and D. Kirkpatrick, science teacher at Foothill Middle School in the Mount Diablo School District. An equipment grant from Apple Foundation made it possible to test the materials in a classroom equipped with 16 microcomputer workstations while a generous donation of interface boxes, probes, and prototype curriculum materials came from the TERC. Requests for reprints should be sent to Dr. Marcia C. Linn, EMST, School of Education, University of California, Berkeley, CA 94720.
PY - 1987/7
Y1 - 1987/7
N2 - Microcomputers with appropriate graph-generating and input devices such as temperature and light measuring probes enable science students to learn functional relationships of physical phenomena. The graph displays in microcomputer-based laboratories are generated in real time and thus permit learners to comprehend the underlying principle of the laboratory lesson without the delays that the conventional, piecemeal, manual graphing methods entail. Instruction designed from an analysis called a "chain of cognitive accomplishments" enables designers to define an ideal sequence of learner cognitive accomplishments for use in computer-based instruction design. Such ideal sequences lead to improved learning and enable researchers to characterize existing classes and predict student performance.
AB - Microcomputers with appropriate graph-generating and input devices such as temperature and light measuring probes enable science students to learn functional relationships of physical phenomena. The graph displays in microcomputer-based laboratories are generated in real time and thus permit learners to comprehend the underlying principle of the laboratory lesson without the delays that the conventional, piecemeal, manual graphing methods entail. Instruction designed from an analysis called a "chain of cognitive accomplishments" enables designers to define an ideal sequence of learner cognitive accomplishments for use in computer-based instruction design. Such ideal sequences lead to improved learning and enable researchers to characterize existing classes and predict student performance.
UR - http://www.scopus.com/inward/record.url?scp=0000512768&partnerID=8YFLogxK
U2 - 10.1016/S0361-476X(87)80029-2
DO - 10.1016/S0361-476X(87)80029-2
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AN - SCOPUS:0000512768
SN - 0361-476X
VL - 12
SP - 244
EP - 253
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 3
ER -