Year: 1999
Type: article
Abstract: This paper describes a qualitative study into students' use of higher-order thinking as they use an interactive multimedia program based on a situated learning framework. The analysis of types of talk used by students as they worked with the program clearly shows that the majority of their thinking was higher order, as defined by Resnick (1987) and other theorists. Social, procedural and lower-order talk was less evident but present in their talk in reduced proportions. These findings suggest that a multimedia program based on a situated learning approach can provide a learning environment capable of supporting and maintaining substantial levels of higher-order thinking.
Authors: Jan Herrington, Ron Oliver
Institution: Edith Cowan University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2136110431