Abstract
The increasing availability of the computer in the classroom has created a need for informed and creative instructional software. We think that the field of cognitive research in mathematics and science problem-solving processes can contribute significantly to the development of such software. Until recently, the fields of cognitive research and educational software design proceeded along fairly independent, noncrossing paths. Despite the fact that an increasing amount of this research has direct instructional implications, the results of cognitive studies are rarely published in journals read by educators or practitioners. Similarly, the majority of math and science educational software has been developed by expert programmers who have limited knowledge of pedagogy or learning theory. The result is software that is often flashy but does not enhance higher order thinking skills. Given this situation, it is not surprising that over 90070 of the math/science educational software on the market is of the "drill and practice" variety.
| Original language | English (US) |
|---|---|
| Title of host publication | Thinking Across Cultures |
| Subtitle of host publication | The Third International Conference on Thinking |
| Editors | Donald M Topping, Doris C Crowell, Victor N Kobayashi |
| Publisher | Taylor and Francis |
| Chapter | 37 |
| Number of pages | 12 |
| ISBN (Electronic) | 9780203056844 |
| ISBN (Print) | 9780898599138 |
| DOIs | |
| State | Published - Jun 1 1989 |
| Externally published | Yes |