THE JASPER EXPERIMENT - AN EXPLORATION OF ISSUES IN LEARNING AND INSTRUCTIONAL-DESIGN
THE JASPER EXPERIMENT - AN EXPLORATION OF ISSUES IN LEARNING AND INSTRUCTIONAL-DESIGN
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DOI：
10.1007/bf02296707
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发表时间：
1992-01-01
影响因子：
5
通讯作者：
WILLIAMS, S
中科院分区：
文献类型：
--
作者：
BARRON, L;BRANSFORD, J;WILLIAMS, S
贾斯珀·伍德伯里问题解决系列是一个基于视频的教学宏观环境的例子，用于复杂问题的生成和解决。Jasper系列和课程材料在本文中进行了描述和说明。该系列的理论框架包括关于教育目标和学习性质的假设，包括生成活动和合作学习情境的重要性。作者认为，Jasper系列提供了传统数学问题解决材料所没有的生成和合作学习活动。然而，这些特点是否被利用取决于课堂教学模式。三种教学模式-基础知识第一，结构化的问题解决，和引导生成-可以应用于碧玉系列概述。讨论了每种方法的优缺点，并提出了相关的评估问题。文章最后指出，有必要对不同教学设计决策的影响进行研究。
The Jasper Woodbury Problem Solving Series is an example of a video-based instructional macrocontext for complex problem generation and problem solving. The Jasper series and curricular materials are described and illustrated in this article. The theoretical framework underlying the series includes assumptions about educational goals and the nature of learning, including the importance of generative activities and cooperative learning situations. The authors argue that the Jasper series affords generative and cooperative learning activities in a way that traditional mathematics problem-solving materials do not. However, whether these features are utilized depends on the teaching model at work in the classroom. Three models of teaching -basics first, structured problem solving, and guided generation-that can be applied to the Jasper series are outlined. The strengths and weaknesses of each are discussed, and associated assessment issues are raised. The article concludes by pointing to the need for research on the impact of differing instructional design decisions.