Finding balance: The vices of our "versus"

First Monday

Volumn 7, Issue 1, 2002, Pages

  Moss, Connie M ^a  

^a DUQUESNE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547781423     PISSN: 13960466     EISSN: None     Source Type: Journal    
DOI: 10.5210/fm.v7i1.924     Document Type: Article

References (41)

1. M. Arlin, 1990. "Wisdom: The art of problem finding," In: R.J. Sternberg (editor). Wisdom: Its nature, origins, and development. New York: Cambridge University Press, pp. 230-243.
2. D.P. Ausubel, 1977. "The facilitation of meaningful verbal learning in the classroom," Educational Psychologist, volume 12, number 2, pp. 162-178.
3. D. Berliner, 1987. "But do they understand?" In: V. Richardon-Koehler (editor). Educator's handbook: A research perspective. New York: Longman.
4. A. Brown, D. Ash, K. Nakagawa, A. Gordon, and J. Campione, 1993. "Distributed expertise in the classroom," In: G. Salomon (editor). Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press, pp. 188-228.
5. A.L. Brown and J.C. Campione, 1994. "Guided discovery in a community of learners," In: K. McGilly (editor). Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, Mass.: MIT Press.
6. J.S. Brown. A. Collins, and P. Duguid, 1989. "Situated cognition and the culture of learning," Educational Researcher, volume 18, pp. 32-42.
7. P. Cobb, 2000. "Constructivism," In: A.E. Kazdin (editor). Encyclopedia of psychology. New York: Oxford University Press, volume 2, pp. 277-279.
8. T.H. Davenport, D.W.D. Long, and M.C. Beers, 1998. "Successful knowledge management projects," Sloan Management Review volume 39, number 2 (Winter), pp. 43-57.
9. R.B. Davis, 1997. "Alternative learning environments," Journal of Mathematical Behavior, volume 16, number 2, pp. 87-93.
10. S.J. Derry and S.P. LaJoie, 1993. "A middle camp for (un)intelligent instructional computing: An introduction," In: S.P. LaJoie and S.J. Derry (editors). Computers as cognitive tools. Hillsdale, N.J.: Erlbaum.
11. S. Derry and A. Lesgold, 1996. "Toward a situated social practice model for instructional design," In: D.C. Berliner and R.C. Calfee (editors). Handbook of educational psychology. New York: Macmillan Library Reference USA, pp. 787-806.
12. T.M. Duffy and D.J. Cunningham, 1996. "Constructivism: Implications for the design and delivery of instruction," In: D.H. Jonassen (editor). Handbook of research for educational communications and technology. New York: Macmillan Library Reference USA, pp. 170-198.
13. L. Fahey and L. Prusak, 1998. "The eleven deadliest sins of knowledge management," California Management Review, volume 40, number 3, pp. 265-276.
14. J.G. Greeno. 1989. "Situations, mental models, and generative knowledge," In: D. Klahr and K. Kotovsky (editors). Complex information processing. Hillsdale, N.J.: Earlbaum, pp. 134-181.
15. J.G. Greeno, 1998. "The situativity of knowing, learning, and research," American Psychologist, volume 53, number 1, pp. 5-26.
16. J.G. Greeno, A.M. Collins, and L.B. Resnick, 1996. "Cognition and learning," In: D. Berliner and R. Calfee (editors). Handbook of educational psychology. New York: Macmillan Library Reference USA, pp. 15-46.
17. J.G. Greeno, J.L. Moore, and D.R. Smith, 1993. "Transfer of situated learning," In: D.K. Detterman and R.J. Sternberg (editors). Transfer on trial: Intelligence, cognition and instruction. Norwood, N.J.: Ablex, pp. 99-167.
18. J.W. Getzels and M. Csikszentmihalyi, 1967. "Scientific creativity," Science Journal, volume 3, number 9, pp. 80-84.
19. K. Hogan, B.K. Nastasi, and M. Pressley, 1999. "Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions," Cognition and Instruction, volume 17, number 4, pp. 379-432.
20. D. Jonassen, 1993. "Effects of semantically structured hypertext knowledge bases on users' knowledge structures," In: C. McKnight, A. Dillon, and J. Des Richardson, 1993. Hypertext: a psychological perspective. New York: Ellis Horwood.
21. D.H. Jonassen, 1994. Computers in schools: Mindtools for critical thinking. University Park: Pennsylvania State University Press.
22. Y.V. Karpov and J.D. Bransford, 1995. "L.S. Vygotsky and the doctrine of empirical and theoretical learning," Educational Psychologist, volume 30, pp. 61-66.
23. J.M. Keller, 1983. "Motivational design of instruction," In: C.M. Reigeluth (editor). Instructional-design theories and models: An overview of their current status. Hillsdale, N.J.: Erlbaum.
24. J.M. Keller, 1984. "The use of the ARCS model of motivation in teacher training," In: K. Shaw (editor). Aspects of educational technology, volume 17. Staff development and career updating. New York: Nichols.
25. J.M. Keller, 1987a. "Strategies for stimulating motivation to learn," Performance and Instruction Journal volume 26, number 8 (October), pp. 1-7.
26. J.M. Keller, 1987b. "The systematic process of motivational design," Performance and Instruction Journal volume 26, number 9 (November-December), pp. 1-8.
27. J. Lave and E. Wenger, 1991. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
28. R.J. Marzano, 1992. A different kind of classroom: Teaching with the dimensions of learning. Alexandria, Va.: Association for the Supervision of Curriculum Developement.
29. H. McLellan, 1996. "Being digital: Implications for education," Educational Technology (November/December), pp. 5-20.
30. C.M. Moss, 2000. "Professional learning on the cyber sea: What is the point of contact?" CyberPsychology and Behavior, volume 3, number 1, pp. 41-50.
31. G. Nuthall and A. Alton-Lee, 1992. "Understanding how students learn in classrooms," In: M. Pressley, K.R. Harris, and J.T. Guthrie (editors). Promoting academic competence and literacy in school.
32. R.D. Pea, 1985. "Beyond amplification: Using the computer to reorganize mental functioning," Educational Psychologist, volume 20, number 4, pp. 167-182.
33. P.R. Pintrich and D.H. Schunk, 1996. Motivation in education: Theory, research and application. Columbus, Oh.: Merrill.
34. B. Rogoff, 1990. Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
35. T. Roszak, 1986. Cult of information: The folklore of computers and the true art of thinking. New York: Pantheon Books.
36. G. Salomon, 1993. "On the nature of pedagogic computer tools. The case of the wiring partner," In: S.P. LaJoie and S.J. Derry (editors). Computers as cognitive tools. Hillsdale, N.J.: Erlbaum.
37. G. Salomon and D.N. Perkins, 1989. "Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon," Educational Psychologist, volume 24, pp. 113-142.
38. J.R. Savery and T.M. Duffy, 1995. "Problem based learning: An instructional model and its constructivist framework," Educational Technology (September-October), pp. 31-38.
39. M. Scardamalia and C. Bereiter, 1989. "Intentional learning as a goal of instruction," In: L. Resnick (editor). Knowing, learning and instruction: Essays in honor of Robert Glaser. Hillsdale, N.J.: Erlbaum.
40. R.J. Sternberg and L. Spear-Swerling, 1996. Teaching for thinking. Washington, D.C.: American Psychological Association.
41. Work Group of the American Psychological Association Board of Educational Affairs (BEA), 1997. Learner Centered Principles. Washington, D.C.: American Psychological Association.