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正在检索... Science | Book | 371.334 D631C, 2000 | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
正在检索... Science | Book | LB1028.43 .D57 2000 | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
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摘要
摘要
Andrea diSessa's career as a scholar, technologist and teacher has been driven by one important question: can education - in particular, science education - be transformed by the computer so that children can learn more, learn more easily at an earlier age, and learn with pleasure and commitment? This book is diSessa's informed and passionate affirmative answer to that question.
评论 (3)
出版社周刊评论
Can computers really extend our intelligence? Might new "computational literacies" alter the face of education, expanding and accelerating learning possibilities? Research scholar, teacher and technologist DiSessa thinks so, and posits a future in which computers "will have penetration and depth of influence comparable to what we have already experienced in coming to achieve a mass, text-based literacy." But why should ordinary people learn about not just the function, but the structure of these new tools? DiSessa answers this question through many compelling narratives of how students actually explore sophisticated science and mathematics topics with the "Boxer" software system, a product that DiSessa and his research colleagues have developed to further their research on cognition and learning. Their findings reinforce many of our commonsense understandings about optimal education: that students learn best by doing; that tacit, intuitive knowledge is important to the acquisition of concepts; and that learning needs to be carefully tailored to an individual's domain of competence. DiSessa also concretely illustrates how to lead students toward complex technical competence and become active creators, not just passive consumers, of new technologies. While a good deal of his book is geared toward scientifically and mathematically literate readers, the personal narratives make it accessible to anyone interested in how computers may change not just the way we learn, but the way we think. (May) (c) Copyright PWxyz, LLC. All rights reserved
Choice 评论
DiSessa (Univ. of California, Berkeley) builds on his experience as a member of MIT's Logo group and his efforts in developing the Boxer Project, "a proposal for a unifying form for a computer user's experience." Boxer's biggest breaks from the Logo tradition are its pursuit of the intellectual, political, and practical entailments of computational literacy. Computational literacy differs from computer literacy in its focus on all three pillars of literacy--the material, the mental or cognitive, and the social. The volume contains insightful discussions on the foundations of knowledge and the influence of phenomenological primitives (p-prims)--unexpected intuitive knowledge--on learning. DiSessa examines the differences between structure and function in computer design and explores evidence that "kids are smart" and highly inventive within the Boxer environment of metarepresentation. He analyzes the four macro niches for the World Wide Web--distribution of public information, online commerce, personal experience, and community building--for their implications for cultural resonance and the educational community. DiSessa concludes that minds, both of learners and of all society, may be changed through the systematic integration of computers, learning theory, and literacy in classrooms and cultures. Recommended for upper-division undergraduates, graduate students, researchers, and practitioners. D. L. Stoloff; Eastern Connecticut State University
《图书馆杂志》(Library Journal )书评
One of the original designers of the children's programming language Logo, DiSessa has spent most of his professional life thinking about how kids use and change technology and, ultimately, how technology changes kids. Here, he examines how computers are creating a new literacy, particularly for science education, where the computer is more than a tool for funneling instruction to students. This will fit comfortably between two books by Seymour Papert: Mind Storms: Computers, Children, and Powerful Ideas and The Children's Machine: Rethinking School in the Age of the Computer ; recommended for all libraries. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
目录
| Preface | p. ix |
| Acknowledgments | p. xvii |
| 1 Computational Media and New Literacies--The Very Idea | p. 1 |
| 2 How It Might Be | p. 29 |
| 3 Snapshots: A Day in the Life | p. 45 |
| 4 Foundations of Knowledge and Learning | p. 65 |
| 5 Intuition and Activity Elaborated | p. 89 |
| 6 Explaining Things, Explainable Things | p. 109 |
| 7 Designing Computer Systems for People | p. 131 |
| 8 More Snapshots: Kids Are Smart | p. 165 |
| 9 Stepping Back, Looking Forward | p. 209 |
| Notes and Resources | p. 249 |
| Index | p. 267 |