.png){kind=icon}
返回
Developing learning theory by refining conjectures embodied in educational designs
.png){kind=icon}
PRE
AI
DOI：10.1207/s15326985ep3904_1.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
Designed learning environments embody conjectures about learning and instruction, and the empirical study of learning environments allows such conjectures to be refined over time. The construct of embodied conjecture is introduced as a way to demonstrate the theoretical nature of learning environment design and to frame methodological issues in studying such conjectures. An example of embodied conjecture and its history of empirical refinement are presented to provide a concrete example of how the effort to design instructional change can lead to a productive shift in view of the underlying learning issues at hand. This example is used to suggest some general features of embodied conjectures and to raise methodological issues for refining them.
Keyword:
INQUIRY
SCAFFOLDS
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
