Students' construction of external representations in design-based learning situations

Learning and Instruction

Volumn 16, Issue 3, 2006, Pages 213-227

  de Vries, Erica ^a  

^a UNIV GRENOBLE ALPES   (France)

Author keywords

Design tasks; Multiple external representations; Representational computer tools

Indexed keywords

EID: 33646579140     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2006.03.006     Document Type: Article

References (46)

1. Ainsworth S. The functions of multiple representations. Computers and Education 33 (1999) 131-152
2. Ainsworth, S. (in press). DeFT: a conceptual framework for considering learning with multiple representations. Learning and Instruction.
3. Archer L.B. The structure of the design process. In: Broadbent G., and Ward A. (Eds). Design methods in architecture (1969), Architectural Association, London 76-102
4. Archer L.B. Systematic method for designers. In: Cross N. (Ed). Developments in design methodology (1984), Wiley, New York 57-82
5. Brown A.L. Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences 2 (1992) 141-178
6. Brown J.S., Collins A., and Duguid P. Situated cognition and the culture of learning. Educational Researcher 18 (1989) 32-42
7. Chi M.T.H. Quantifying qualitative analyses of verbal data: a practical guide. The Journal of the Learning Sciences 6 (1997) 271-315
8. Cox R. Representation construction, externalised cognition and individual differences. Learning and Instruction 9 (1999) 343-364
9. Darses F. L'ingénierie concourante: Un modèle en meilleure adéquation avec les processus cognitifs de conception (Concurrent engineering: A model more in line with cognitive design processes). In: Brossard D.P., Chanchevrier C., and Leclair P. (Eds). Ingénierie Concourante: de la technique au social (Concurrent engineering: From the technical to the social) (1997), Economica, Paris 39-55
10. De Vries, E. (1994). Structuring information for design problem solving. Unpublished doctoral dissertation, Eindhoven University of Technology, Eindhoven, The Netherlands.
11. De Vries, E., (2004, September). On the need for "unorthodox" ways of studying learning with technology. Poster presented at the EARLI SIG 2 Meeting, Comprehension of text and graphics: basic and applied issues, Valencia, Spain.
12. Duval R. Sémiosis et pensée humaine (Semiosis and human thought) (1995), Peter Lang, Bern, Switzerland
13. Geronimi, A. (2002). Un moduleur volumique dans une transposition de conception en collège [A geometry modeler in a design transposition in middle school]. Unpublished Master's thesis, Laboratory of Educational Sciences, University of Grenoble II, France.
14. Goel V., and Pirolli P. The structure of design problem spaces. Cognitive Science 16 (1992) 395-429
15. Greeno J.G. On claims that answer the wrong questions. Educational Researcher 26 (1997) 5-17
16. Habraken N.J. The appearance of the form (1988), Awater Press, Cambridge, MA
17. Hmelo C.E., Holton D.L., and Kolodner J.L. Designing to learn about complex systems. The Journal of the Learning Sciences 9 (2000) 247-298
18. Jeantet A. Les objets intermédiaires dans la conception. Eléments pour une sociologie des processus de conception (Intermediary objects in design. Elements for a sociology of design processes). Sociologie du travail 3 (1998) 291-316
19. Jorna R., and Van Heusden B. Why representation(s) will not go away: Crisis of concept or crises of theory?. Semiotica 143 (2003) 113-134
20. Kolodner J.L., Crismond D., Gray J., Holbrook J., and Puntambekar S. Learning by design from theory to practice. In: Bruckman A.S., Guzdial M., Kolodner J.L., and Ram A. (Eds). Proceedings of the international conference of the learning sciences 1998 (1998), Association for the Advancement of Computing Education, Charlottesville, VA 16-22
21. Kozma R., Chin E., Russell J., and Marx N. The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. The Journal of the Learning Sciences 9 (2000) 105-143
22. Larkin J., and Simon H. Why a diagram is (sometimes) worth ten thousand words. Cognitive Science 11 (1987) 65-99
23. Lave, J., & Wenger, E. (1989). Situated learning: Legitimate peripheral participation (Research report No IRL 89-0013). Palo Alto, CA: Institute for Research on Learning.
24. Lebahar J.-C. Le travail de conception en architecture: Contraintes et perspectives apportées par la CAO (Design in architecture: Constraints and perspectives brought about by CAD). Le Travail Humain 49 (1986) 17-30
25. Lebahar J.-C. Approche didactique de l'enseignement du projet en architecture: étude comparative de deux cas (Didactical approach of project-based teaching in architecture: A comparative study of two cases). Didaskalia 19 (2001) 39-77
26. Lebeaume J. L'éducation technologique (Technological education) (1999), ESF, Paris
27. Lebeaume J., and Martinand J.L. Enseigner la Technologie au collège (Teaching technology in middle school) (1998), Hachette éducation, Paris
28. Palmer S.E. Fundamental aspects of cognitive representation. In: Rosch E., and Lloyd B.B. (Eds). Cognition and categorization (1978), Lawrence Erlbaum Associates, Hillsdale, NJ 259-302
29. Pea R.D. Practices of distributed intelligence and designs for education. In: Salomon G. (Ed). Distributed cognitions: Psychological and educational considerations (1993), Cambridge University Press, Cambridge, MA 47-87
30. Rabardel P. Recherche en psychologie et en didactique: un exemple d'interaction dans l'enseignement du dessin technique (Research in psychology and didactics: An example of interaction in teaching technical drawing). Revue Française de Pédagogie 89 (1989) 55-62
31. Rabardel P. Les hommes et les technologies: Approche cognitive des instruments contemporains (Men and technologies: A cognitive approach to contemporary instruments) (1995), Armand Colin, Paris
32. Reimann P. Commentary: the role of external representations in distributed problem solving. Learning and Instruction 9 (1999) 411-418
33. Rogalski J., and Samurçay R. Modélisation d'un savoir de référence et transposition didactique dans la formation de professionnels de haut niveau (Modelling reference knowledge and didactical transposition in higher vocational training). In: Arsac G. (Ed). La transposition didactique à l'épreuve (1994), La pensée sauvage, Paris 35-71
34. Roschelle J. Learning by collaborating: convergent conceptual change. The Journal of the Learning Sciences 2 (1992) 235-276
35. Roschelle J., and Teasley S.D. The construction of shared knowledge in collaborative problem solving. In: O'Malley C. (Ed). Computer supported collaborative learning (1995), Springer Verlag, Berlin, Germany 69-97
36. Roth W.-M. Art and artifact of children's designing: a situated cognition perspective. The Journal of the Learning Sciences 5 (1996) 129-166
37. Scardamalia M., and Bereiter C. Computer support for knowledge-building communities. The Journal of the Learning Sciences 3 (1994) 265-283
38. Schnotz W., and Lowe R. External and internal representations in multimedia learning. Learning and Instruction 13 2 (2003) [special issue]
39. Schwartz, D.L. (2003, August). Using representations to prepare students for learning. Paper presented at the biannual conference of the European Association of Research on Learning and Instruction (EARLI), Padova, Italy.
40. Shavelston R.J., Philips D.C., Towne L., and Feuer M.J. On the science of education design studies. Educational Researcher 32 (2003) 25-28
41. Simon H.A. The sciences of the artificial. 2nd ed. (1981), MIT Press, Cambridge, MA
42. Stevens R.R. Divisions of labor in school and in the workplace: Comparing computer and paper-supported activities across settings. The Journal of the Learning Sciences 9 (2000) 373-401
43. Vérillon P., and Rabardel P. Cognition and artifacts: A contribution to the study of thought in relation to instrumented activity. European Journal of Psychology of Education 10 (1995) 77-101
44. Weill-Fassina A. La lecture du dessin industriel: perspectives d'étude (Reading technical drawings: Research perspectives). Le Travail Humain 36 (1973) 121-140
45. Zhang J. The nature of external representations in problem solving. Cognitive Science 21 (1997) 179-217
46. Zhang J., and Norman D.A. Representations in distributed cognitive tasks. Cognitive Science 18 (1994) 87-122