Problem Solving and Education: Issues in Teaching and ResearchDavid T. Tuma, Frederick Reif L. Erlbaum Associates, 1980 - 212 páginas |
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Página 61
... evidence rules . These rules are problem - specific . Hence , the question arises whether or not the coach conveys ... evidence is more dangerous than single evidence for pits . Here there is multiple evidence for a pit in 14 and ...
... evidence rules . These rules are problem - specific . Hence , the question arises whether or not the coach conveys ... evidence is more dangerous than single evidence for pits . Here there is multiple evidence for a pit in 14 and ...
Página 62
... evidence rule ER2B . ; Given ; By evidence rule ER3P . ; Given ; By evidence rule ER5P . ; By strategy rule SR2 . Thus our first Coach was essentially a mathematician in the sense that it viewed the tutoring process from the theorem ...
... evidence rule ER2B . ; Given ; By evidence rule ER3P . ; Given ; By evidence rule ER5P . ; By strategy rule SR2 . Thus our first Coach was essentially a mathematician in the sense that it viewed the tutoring process from the theorem ...
Página 63
... evidence is more dangerous than single evidence for bats .... Or , alternatively , an explanation that emphasized the relevant generalization would be appropriate . Explanation E3 : Mary , it isn't necessary to take such large risks ...
... evidence is more dangerous than single evidence for bats .... Or , alternatively , an explanation that emphasized the relevant generalization would be appropriate . Explanation E3 : Mary , it isn't necessary to take such large risks ...
Contenido
Trends in the Theory of Knowledge | 9 |
A Decade of Experience in Teaching | 25 |
The Experience of Learning and Teaching Patterns | 32 |
Derechos de autor | |
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5000 Forbes Avenue Allen Newell applied approach appropriate artificial intelligence basic Carnegie-Mellon University 5000 classroom cognitive psychology cognitive science complex concepts conference Dept dichotomy disciplines discussion Display Wumpus domain emphasize equations evaluation evidence example experience folk psychology Forbes Avenue Pittsburgh goal Goldstein Greeno heuristics human cognitive engineering important improve instruction instructor involved Ira Goldstein John Seely Brown knowledge Larkin mathematics means-ends analysis mechanisms of problem method of loci methods Michael Scriven MYCIN Patterns of Problem peer performance pits planning practical principles problem representation problem-solving course problem-solving skills procedural knowledge procedures processes production system professional Reif Rubinstein rules Scriven Simon Simon and Simon simulation situation solution solve problems solver specific strategies structure subgoals task taught teach students teacher teaching problem solving techniques textbook theoretical theory third kind UCLA understanding University 5000 Forbes Versus