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Anchored Instruction
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Anchored Instruction
1.
Advances in Instructional Psychology, Vol. 5: Educational Design and Cognitive Science (Chap. 2 "Adventures in Anchored Instruction: Lessons from Beyond the Ivory Tower")
by Robert Glaser. 410 pgs.
Book
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Title Page
Contents
Preface
1: Implications of the Act-R Learning Theory: No Magic Bullets
References
2: Adventures in Anchored Instruction: Lessons from Beyond the Ivory Tower
References
3: Modeling in Mathematics and Science
References
4: Self-Explaining Expository Texts: The Dual Processes of Generating Inferences and Repairing Mental Models
References
5: Competence in the Workplace: How Cognitive Performance Models and Situated Instruction Can Accelerate Skill Acquisition
Conclusions
Acknowledgments
References
6: Conceptual Change in the Biomedical and Health Sciences Domain
Acknowledgments
Author Index
Subject Index
2.
Cognition, Education, and Multimedia: Exploring Ideas in High Technology ("The Concept of Anchored Instruction" begins on p. 123)
by Don Nix, Rand Spiro. 214 pgs.
Book
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Title Page
Contents
Introduction
1: Contextual Enrichment by Videodisc
ACKNOWLEDGMENTS
References
2: Books on Videodisc: Computers, Video, and Reading Aloud to Children
3: Computers and Videodisc Technology for Bilingual ASL/English Instruction of Deaf Children
ACKNOWLEDGMENTS
4: Literacy as Search: Explorations Via Computer
References
5: Anchored Instruction: Why We Need It and How Technology Can Help
ACKNOWLEDGMENT
References
6: Should Computers Know What You Can Do With Them?
References
7: Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidimensional Traversal of Complex Subject Matter
ACKNOWLEDGMENTS
References
Author Index
Subject Index
3.
Dimensions of Thinking and Cognitive Instruction ("An Illustration of Anchored Instruction" begins on p. 394)
by Beau Fly Jones, Lorna Idol. 558 pgs.
Book
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Title Page
Contents
Acknowledgments
Introduction
References
How Metacognition Can Promote Academic Learning and Instruction
Conclusions
2 Self-Regulated Cognition: Interdependence of Metacognition, Attributions, and Self-Esteem
Acknowledgments
3 Conceptualizing
Summary
4 Developing Meaningful Conceptual Understanding in Science
Summary and Conclusions
5 Reasoning About Communication and Communicative Skill
Summary
6 Reading Comprehension as a Dimension of Thinking
References
7 Individuals and Environments in Writing Instruction
Conclusion
8 Mathematical and Scientific Problem Solving: Findings, Issues, and Instructional Implications
Acknowledgments
9 Science Education and the Cognitive Psychology of Science
Conclusion
References
10 Teacher Decision Making
Conclusion
11 Learning Strategies for Acquiring Useful Knowledge
Concluding Comments
Acknowledgement
12 Teaching Thinking and Content Knowledge: Toward an Integrated Approach
Acknowledgments
13 the Nature and Nurture of Creativity
References
14 Critical and Reflective Thinking: a Philosophical Perspective
Conclusion: Toward Rapprochement
15 Dimensions of Thinking: a Critique
References
Conclusions
References
Author Index
Subject Index
4.
Cognitive Science Foundations of Instruction (Chap. 2 "Toward Integrated Curricula: Possibilities from Anchored Instruction")
by Mitchell Rabinowitz. 239 pgs.
Book
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Title Page
Contents
Preface
List of Contributors
1: Proficient Autonomous Learning: Problems and Prospects
References
2: Toward Integrated Curricula: Possibilities from Anchored Instruction
Acknowledgments
References
3: The Role of Self-Referent Cognitions in Goal Setting, Motivation, and Performance
Acknowledgments
References
4: Cognitive Task Analysis as A Basis for Instructional Design
Acknowledgments
5: Learning by Problem Solving in A Coached Apprenticeship System
References
6: Question Asking During Tutoring and in the Design of Educational Software
Acknowledgments
References
7: Inserting Context into Our Thinking About Thinking: Implications for A Theory of Everyday Intelligent Behavior
Acknowledgments
References
8: Medical Cognition: Research and Evaluation
References
9: Seeing the Invisible: Perceptual-Cognitive Aspects of Expertise
Acknowledgments
References
Author Index
Subject Index
5.
Cognitive Approaches to Automated Instruction (Chap. 6 "An Anchored Instruction Approach to Cognitive Skills Acquisition and Intelligent Tutoring")
by J. Wesley Regian, Valerie J. Shute. 255 pgs.
Book
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Title Page
Contents
Preface
1: Automated Instruction as an Approach to Individualization
References
2: Aptitude-Treatment Interactions and Cognitive Skill Diagnosis
References
Transcription of Discussion
3: Possibilities for Assessment Using Computer-Based Apprenticeship Environments
References
Transcript of Discussion
4: General Principles for an Intelligent Tutoring Architecture
References
Transcript of Discussion
5: Supporting Diverse Instructional Strategies in A Simulation-Oriented Training Environment
References
Transcription of Discussion
6: An Anchored Instruction Approach to Cognitive Skills Acquisition and Intelligent Tutoring
Acknowledgments
References
References
7: The Application of Consistency Principle for the Assessment of Skill Development
References
Transcript of Discussion
8: Modeling Student Performance in Diagnostic Tasks: A Decade of Evolution
References
Transcript of Discussion
9: The Use of On-Line Guidance, Representation Aiding, and Discovery Learning to Improve the Effectiveness of Simulation Training
Acknowledgments
References
Transcription of Discussion
Author Index
Subject Index
6.
The Jasper Series as an Example of Anchored Instruction: Theory, Program Description, and Assessment Data, in Educational Psychologist
by John D. Bransford, Susan R. Goldman, Ted S. Hasselbring. 25 pgs.
Journal Article
7.
International Perspectives on the Design of Technology-Supported Learning Environments (Chap. 13 "Anchoring Science Instruction in Multimedia Learning Environments")
by Stella Vosniadou. 396 pgs.
Book
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Title Page
Contents
Preface
Introduction: Cognition and the Design of Environments for Learning
References
Acknowledgment
I: Representation
1: Learning Environments for Representational Growth and Cognitive Flexibility
Acknowledgments
References
2: Externalizing Thinking Through Modeling: Esrc Tools for Exploratory Learning Research Program
References
Appendix A: the London Mental Models Group
3: The Use of Multiple, Linked Representations to Facilitate Science Understanding
References
Acknowledgments
4: Acquisition of Meaning for Arithmetic Structures with the Planner
References
5: From Cognitive Modeling to the Design of Pedagogical Tools
Acknowledgments
References
6: Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment
References
Acknowledgments
7: Changing Views of Computer Supported Learning Environments for the Acquisition of Knowledge and Thinking Skills
References
II: Social Interaction
8: Adaptation and Understanding: a Case for New Cultures of School Ing.
Acknowledgments
References
9: Distributing Cognition Over Humans and Machines
References
Acknowledgements
10: Interactivity in Cooperative Problem Solving with Computers
References
Acknowledgment
11: Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues
References
III: Meaningful Contexts and Multiple Perspectives
12: Most Environments for Accelerating Literacy Development
References
13: Anchoring Science Instruction in Multimedia Learning Environments
Acknowledgments
References
14: Multimedia Environments for Enhancing Learning in Mathematics
Acknowledgements
References
15: Learning to Apply: from "School Garden Instruction" to Technology-Based Learning Environments
References
16: Mapping Models of Cognitive Development to Design Principles of Learning Environments
References
IV: Principles of System Design
17: Design Issues for Learning Environments
Acknowledgments
References
18: Studying Novel Learning Environments as Patterns of Change
References
Author Index
Subject Index
8.
Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes, in Journal of Special Education
by Brian A. Bottge, Mary Heinrichs, Ya-Hui Hung, Zara Dee Mehta. 15 pgs.
Book
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Weighing the benefits of anchored math instruction for students with disabilities in general education classes
9.
International Perspectives on the Design of Technology-Supported Learning Environments (Chap. 13 "Anchoring Science Instruction in Multimedia Learning Environments")
by Stella Vosniadou, Erik De Corte, Robert Glaser, Heinz Mandl. 396 pgs.
Book
Show Table of Contents [+]
Hide Table of Contents [-]
Title Page
Contents
Preface
Introduction: Cognition and the Design of Environments for Learning
References
Acknowledgment
I: Representation
1: Learning Environments for Representational Growth and Cognitive Flexibility
Acknowledgments
References
2: Externalizing Thinking Through Modeling: Esrc Tools for Exploratory Learning Research Program
References
Appendix A: the London Mental Models Group
3: The Use of Multiple, Linked Representations to Facilitate Science Understanding
References
Acknowledgments
4: Acquisition of Meaning for Arithmetic Structures with the Planner
References
5: From Cognitive Modeling to the Design of Pedagogical Tools
Acknowledgments
References
6: Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment
References
Acknowledgments
7: Changing Views of Computer Supported Learning Environments for the Acquisition of Knowledge and Thinking Skills
References
II: Social Interaction
8: Adaptation and Understanding: a Case for New Cultures of School Ing.
Acknowledgments
References
9: Distributing Cognition Over Humans and Machines
References
Acknowledgements
10: Interactivity in Cooperative Problem Solving with Computers
References
Acknowledgment
11: Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues
References
III: Meaningful Contexts and Multiple Perspectives
12: Most Environments for Accelerating Literacy Development
References
13: Anchoring Science Instruction in Multimedia Learning Environments
Acknowledgments
References
14: Multimedia Environments for Enhancing Learning in Mathematics
Acknowledgements
References
15: Learning to Apply: from "School Garden Instruction" to Technology-Based Learning Environments
References
16: Mapping Models of Cognitive Development to Design Principles of Learning Environments
References
IV: Principles of System Design
17: Design Issues for Learning Environments
Acknowledgments
References
18: Studying Novel Learning Environments as Patterns of Change
References
Author Index
Subject Index
10.
Multimodality of Learning through Anchored Instruction, in Journal of Adolescent & Adult Literacy
by Mary Susan Love. 11 pgs.
Book
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Multimodality of Learning Through Anchored Instruction: the Project Described Incorporates the Concept of Design in How Students Construct Meaning. Meaning Making is Becoming More Multimodal Because Language is Continually Being Reshaped by New Forms of Communication Media
11.
An Analysis of the Impact of Anchored Instruction on Teaching and Learning Activities in Two Ninth-Grade Language Arts Classes, in Remedial and Special Education
by Herbert J. Rieth, Diane P. Bryant, Charles K. Kinzer. 12 pgs.
Journal Article
12.
Using Anchored Instruction to Teach Preservice Teachers to Integrate Technology in the Curriculum, in Journal of Technology and Teacher Education
by Mesut Duran, Mumbi Kariuki. 15 pgs.
Book
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Using Anchored Instruction to Teach Preservice Teachers to Integrate Technology in the Curriculum
13.
Putting Case-Based Instruction into Context: Examples from Legal and Medical Education, in Journal of the Learning Sciences (Includes discussion of anchored instruction)
by Susan M. Williams. 61 pgs.
Journal Article
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Learning Theory
Instructional Strategies
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ICT (Information and Communication Technologies) in Education
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