%0 Book Section %1 disessa1988kp %A diSessa, A.A. %D 1988 %I Lawrence Erlbaum %J Constructivism in the computer age %K KalDesignResearch %P 49--70 %T Knowledge in pieces %U http://www.questia.com/PM.qst?a=o&d=13634588# %X How one intends to use computers to aid learning depends in a dramatic way on what one thinks is important in learning. In this chapter I outline a central theme of my work with computers and learning which follows from certain empirically and theoretically driven predilections concerning the nature of knowledge and its development. The fundamental question is: How do we view the transition from commonsense reasoning about the physical world to scientific understand­ ing? Leaving aside the nonconstructivist äccretion" model -- new knowledge by transmission from textbook or teacher -- there are still very different views of learning that motivate different approaches to the uses of computers. My own view is that the transition to scientific understanding involves a major structural change toward systematicity, rather than simply a shift in con­ tent. After outlining this view by contrasting it with another that presumes a more evenhanded trade of content from prescientific to scientific apprehension, I will discuss uses of computers that follow more or less directly from the structural-change perspective.

@inbook{disessa1988kp, abstract = {How one intends to use computers to aid learning depends in a dramatic way on what one thinks is important in learning. In this chapter I outline a central theme of my work with computers and learning which follows from certain empirically and theoretically driven predilections concerning the nature of knowledge and its development. The fundamental question is: How do we view the transition from commonsense reasoning about the physical world to scientific understand­ ing? Leaving aside the nonconstructivist "accretion" model -- new knowledge by transmission from textbook or teacher -- there are still very different views of learning that motivate different approaches to the uses of computers. My own view is that the transition to scientific understanding involves a major structural change toward systematicity, rather than simply a shift in con­ tent. After outlining this view by contrasting it with another that presumes a more evenhanded trade of content from prescientific to scientific apprehension, I will discuss uses of computers that follow more or less directly from the structural-change perspective. }, added-at = {2007-09-17T15:25:15.000+0200}, author = {diSessa, A.A.}, biburl = {https://www.bibsonomy.org/bibtex/2aea6c21620f2fd1fecec3838467b0d8d/rossyer}, interhash = {b88246c6c3910c5c37749227f52f198f}, intrahash = {aea6c21620f2fd1fecec3838467b0d8d}, journal = {Constructivism in the computer age}, keywords = {KalDesignResearch}, pages = {49--70}, publisher = {Lawrence Erlbaum}, timestamp = {2007-09-17T15:25:15.000+0200}, title = {Knowledge in pieces}, url = {http://www.questia.com/PM.qst?a=o&d=13634588#}, year = 1988 }