Abstract
Images can be powerful devices for communicating and for organizing activities. In this chapter, I examine the status of images of good learning practice, formulate some ways to judge them, and advocate images associated with our Boxer Project’s goals. Along the way, I propose some first steps toward understanding the structure of activities and present a brief case study of a remarkable classroom activity in which a group of sixth grade children essentially invented graphing as a way of representing motion.
This work was supported, in part, by the National Science Foundation under grant number MDR 88-50363. The opinions expressed here are those of the author and do not necessarily reflect those of the Foundation.
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© 1992 Springer-Verlag Berlin Heidelberg
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diSessa, A.A. (1992). Images of Learning. In: De Corte, E., Linn, M.C., Mandl, H., Verschaffel, L. (eds) Computer-Based Learning Environments and Problem Solving. NATO ASI Series, vol 84. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77228-3_2
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DOI: https://doi.org/10.1007/978-3-642-77228-3_2
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