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Interactive Learning Environments
written by Bruce L. Sherin, Andrea A. diSessa, and David Hammer
We investigate two related issues. In what ways can we support student inquiry in the classroom? How can innovative representational systems support learning?In the first case, we advocate collaborative design as a form of activity particularly suited for supporting student inquiry in physics. Students can easily understand and engage in activities that are framed in terms of design, and the task of design also provides a context in which idealized worlds can be considered naturally. With respect to representations for learning, we explore the use of programming language to mediate design and inquiry in physics. Programming provides students with an alternative means of expression that is precise and compact. Because a computer language contains certain commands and structures, and not others, it both constrains and enables. In addition, programming can easily capture causal relations and time development, features central to physics. We make our points by displaying and analyzing a teacher-led class discussion in which a group of high school students, working together at a blackboard, designed a computer program that models frictionless Newtonian motion.
Interactive Learning Environments: Volume 3, Issue 2, Pages 91-118
Subjects Levels Resource Types
Education Practices
- Active Learning
= Inquiry Learning
- Technology
= Computers
- High School
- Reference Material
= Research study
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© 1993 Taylor and Francis Group
Additional information is available.
DOI:
10.1080/1049482930030201
ISSN Number:
1049-4820
Keywords:
Dynaturtle, computer aided instruction, representational systems, student inquiry
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
October 5, 2007 by Lyle Barbato
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AIP Format
B. Sherin, A. diSessa, and D. Hammer, Interact. Learn. Environ. 3 (2), 91 (1993), WWW Document, (http://dx.doi.org/10.1080/1049482930030201).
AJP/PRST-PER
B. Sherin, A. diSessa, and D. Hammer, Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model, Interact. Learn. Environ. 3 (2), 91 (1993), <http://dx.doi.org/10.1080/1049482930030201>.
APA Format
Sherin, B., diSessa, A., & Hammer, D. (1993). Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model. Interact. Learn. Environ., 3(2), 91-118. Retrieved October 30, 2014, from http://dx.doi.org/10.1080/1049482930030201
Chicago Format
Sherin, B, A. diSessa, and D. Hammer. "Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model." Interact. Learn. Environ. 3, no. 2, (1993): 91-118, http://dx.doi.org/10.1080/1049482930030201 (accessed 30 October 2014).
MLA Format
Sherin, Bruce, Andrea diSessa, and David Hammer. "Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model." Interact. Learn. Environ. 3.2 (1993): 91-118. 30 Oct. 2014 <http://dx.doi.org/10.1080/1049482930030201>.
BibTeX Export Format
@article{ Author = "Bruce Sherin and Andrea diSessa and David Hammer", Title = {Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model}, Journal = {Interact. Learn. Environ.}, Volume = {3}, Number = {2}, Pages = {91-118}, Year = {1993} }
Refer Export Format

%A Bruce Sherin
%A Andrea diSessa
%A David Hammer
%T Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model
%J Interact. Learn. Environ.
%V 3
%N 2
%D 1993
%P 91-118
%U http://dx.doi.org/10.1080/1049482930030201
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Sherin, Bruce
%A diSessa, Andrea
%A Hammer, David
%D 1993
%T Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model
%J Interact. Learn. Environ.
%V 3
%N 2
%P 91-118
%@ 1049-4820
%U http://dx.doi.org/10.1080/1049482930030201


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