| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-29 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Jere Brophy, Janet Alleman, Gerald E. Sroufe, Steven I. Miller, Marcel Fredericks |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-23 |
| Abstraksi Narasi | : | Issues relating to the design, selection, and evaluation of learning activities have been relatively neglected in educational research and scholarship. This article identifies some fundamental questions in need of scholarly attention, reviews recent research findings, and then offers a conceptual analysis and a listlist of principles that might be used as a tool for designing, electing, or assessing activities. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 19-21 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-9 |
| Abstraksi Narasi | : | We examine how technologies, particularly computer technologies that aid in cognitive processing, can support intellectual performance and enrich individuals` minds. We distinguish between effects with and of a technology: Effects with occur when people work in partnership with machines. It is argued that effects both with and of depend on the individual`s mindful engagement in the partnership. Such mind-machine collaborations also invite reexamination of prevailing conceptions of intelligence and ability: Are they properties of the individual or of the joint system? We respond to these dilemmas by offering two views, one emphasizing mainly the upgraded performance in a person-machine system of partnership, the other emphasizing more the educationaly valued cognitive residue that can result. The use of computer tools to extend the reach of minds is briefly discussed within wider normative, theoretical, and practical contexts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-23 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-16 |
| Abstraksi Narasi | : | Although the ``new connectionism`` is causing a great stir in cognitive science and artificial intelligence, it has been difficult for people outside these fields to grasp. Through use of a concrete analogy, this article attempts to provide a nontechnical explanation of what connectionism is like and to show how it constitutes a radical alternative to the classical view of cognition based on implicit rules. |
| Nama Pengarang | : | Gary W. Phillips, Carl Bereiter, Wolf, Richard M., Gavriel Salomon, David N. Perkins, Tamar Globerson, Eward H. Haertel, Daniel M. Koretz |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 17-19 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-10 |
| Abstraksi Narasi | : | In this paper I examine three approaches to fostering higher level thinking in students: the stand-alone approach, in which thinking skills are taught separately from subject matter content; the embeding approach, in which these skills are explicitly taught in the context of subject matter content; and the immersion approach. Advocates of this third approach argue that it is counter-productive to devote too much attention to the explicit teaching of thinking; they believe that it develops naturally in classrooms where students are engaged, as members of a discourse community, in the pursuit of common understanding. The immersion approach is treated in greaterdepth in the present article. It represents an important alternative view within cognitive psychology because it assigns an active role to perception, thus downplaying the importance of information-processing skills in the development of thought and understanding. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-20 |
| Abstraksi Narasi | : | Analyses of occupational forecasts have played a prominent role in this debate about the skill and educational implications of changes in technology and other developments in the economy. Unfortunately, some analysts and commentators have used the data to argue that skill and educational demands are rising while others rely on occupational data to support the argument that skills are unchanged or falling. Although the latest occupational data suggest that a dramatic educational upgrading of the occupational structure is not taking place, they do indicate that at the very least there is a steady increase in those occupations that currently employ more highly educated workers. Moreover, there is case to be made that the projections undersetimate the extent of upgrading. In the end, there are severe limitations to the usefulness of occupational forecasting for guiding educational reform. Many of the most significant changes may be taking place within occupational categories, yet occupational forecasts can tell us little about these changes. Moreover, while the occupational data may tell us something about needed changes in the amount of schooling, the most important issues for educational reform probably concern the content , not the amount, of education. |
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