Putting knowledge to use

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Putting knowledge to use

Roy D. Pea

To cite this version:

Roy D. Pea. Putting knowledge to use. Raymond S. Nickerson ; Philip P. Zodhiates. Technology in Education: Looking Toward 2020, Hillsdale, NJ: Erlbaum, pp.169-212, 1988, Technology in Education series. �hal-00190551�

Technology in Education:

Looking Tormrd 2020

RAYMOND S. N m BNN Laboratories Inc

UWRENCE ERLBAVM

ASSOC-,

'liechrology in 2020:

Edua&ing a Ohme Population 213

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Tkadwds Assistants: What Could 'I;echndogy Make Feasible? 265 JYYWIZTIYLL

The Use d T&hrology to Impma b )(g, Classroom Relationships 275

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9 Putting Knowledge to Use

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Human C q n i a h . 1985).

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m t b o a ~ r b e g I w t m a o a S o n n r l ~ ~ ~ with k m b t a x k (disarp. 1983). Sh*rcQ OSn) prr#rtr .imrlr+ hdbgs

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tatWilli.m Juaer' 0890) hypotbair on tbc rpedficitf d ltlnwd h b i i It w a a t h C L l c a n m m h r ~ m K b O O l t o I t M L . t i n , m c m m a r h f o r i u

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the ^case of Latin, w kaponabca~r t r a d e r outcotma have ken c a d d y

ucredforprogrPmmins,findinlph.Rnotbenpmnhbg(&Pkod.b,

(=kmau, & Mawby, 1986; MilojtosiC. 1983; Obon & Sohay, l987; b &

Kurknd, 1 9 8 4 ) . ~ r m r r ~ a n d m u a ~ r r ~ J i d d m a r e l i m i f i -

c r n t ~ d a , t b a e ~ c o ~ m e f ~ ~ ~ ~ ~ t n i n i n g f o r gcna;rliubility ofepe& n%ambg rltillr bepoad pmpmmhg amma (tg..

debugging; Clrscr. 1986).

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w c m M n v ~ , S r h u ' a t b c r u g e ) - ~ J I I M l r b ~ i a M n v c O m m a n . I t i a a n d e r ~ ( I l t b o p e h d t m ~ , k q P r e m r m n r ; l m r b o r t h b i g h l c l s ) m m - ( A I ) t b e a i a d p . l u 6 a d l t u n -

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i n b n c t i a n . ~ " a o d . y u r ~ d r C i r v l l i n t h c ~ r r p a m -

t a t i o n ~ ~ ~ ~ i n r h i c h r u c h ~ ~ ~ ~ u r b u i l t (CubaDell& Minton, 1983; W-. 1918. l979). A crmmra e h m m a p

p dto tnnrfa also a p p n r r m Pbbon. Mpacba, and Eqdbc&", 0986) aocaunt of kuning di&rrnt rrord-pnmdng ~ptenrr.

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d p a b m a n u u a t r r n r d n f r r p c t i o n .

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b m r r a r s u ~ t h w r i t t c n ~ t h n u n i p l L b k m c d i . . ~ u i t h formaproadrmlbugminwzittmuithwcicdidnotrmttaronerrnSto 6 we& after such immmkn. Mapping irvnuctioa app#rcd to have taught children rbat to look for the link8 benrrca their p a i d Lnorraedge d bue-

ten rda- and the written uithmcdc a l p d u n (Ptctito. 1985).

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* ~ a n c a r l y f i v l i r r P d G r y d C d t ( l 9 6 7 ) . ~ ~ t h t L i k r i i n f u m t n n u x a r M y d - a n d - ~ i n u r u t h t M

their dl-being in life situatiom but had littlt a d c m a d q d matkm.ttr

u a ~ P l e f u l a ~ c t L n o \ r l t d s c r p r a n . A n d ~ ~ d

%" ( l 9 8 ! 5 ) r r c e n t l y d b a r r t r c d t h u ~ B ~ ~ t l r i n 6 w - m a I l y d e r r l a p e d a m n t i n 6 ~ t o r d r t ~ u i t b m a i r p o M e n r i n t h

~ t h u * c r n n n r a l r r i n K b o o l .

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~ w h o u ~ y m a t h r m . t t r m p m c t k d . a i . i t i a ~ a a ~ ,

m . n u i n p ~ , d d i t t i p g F r r . I s s ? ; k r c . M ~ . & & k ~ . l 9 8 4 ) , a ~ a u J I w i t h d a i r y a r d a r i n t b t ~ ( S a i b z u r & F ~ 1 9 8 2 ) r o l k b u t i r r m a r n r S a r r d t o ~ P r b r u c h . r w ~ i t t m ~

a.

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mathematical inNitiolr arc rrktcd.

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Anaammts of Lnowledge-acquisition trmsfer pmvidc the paradigm cue af educational Plnrftr studies. such u Thorndits studies on tmn& d learn- ingfmn Lotin. orpblronu J . ' s ( l 9 8 6 ) s t u d i a d h a r r ~ ~ l u e i f i n t uoxdprocaor.&cotbeeuedltuningto~trraccodmc(formim d ~ r a c u c h d t h i r p d i p d p r i n e t b c ~ d h m k r d k u n - i D g S l l A d k ~ ~ ~ h C m r r l e g * 1 9 ( 8 ; ~ 1 9 6 5 ) . b O o b r a r r a t h a t t h i r d u i c t m x m f e r p u p d i l p n ~ m p e r i m p d q t k P i l r B C r ~ - tionrl tmaapmt (such as k t i n . or a pnlg-2 Imepy; Ph & Ihrkpd, 1 9 8 4 ) a n t h s u b j e c t l s a i s t i n g L p o r k d e e b u e . T h ~ o n c 1 ~ u b t 0 ~ b o r r p r C i p r t r p r t C a L n o r r ~ i n t h r a r a r u b r e q P m t ~ . ~ ~ t h . t

~ ~ d ~ ( d , r t ~ d d , a P d i a d ~ ^' ~ 8 a l & i v C

efs#a: Kurland, b, Ckm~at, & Mnrby, 1986) ~q yield ,' '- d- 6 K O ) k Q ~ ~ t h I m l e u n i n g i r o n i m p o r a n t r r l . t i r e a o t b c ~ d p r i o r L p g l l k d g e i n t m x m f e r ~ p ~ ~ o c

T h k c o n s t r v c t i c i s t ~ - t h ~ t h t ~ b d d m l l & m d b g i n t c n a r d p r i o r ~ o r a m c e p r u l ~ - h r ~ p l b e c a n t m a t a p p l u m t i n t h e c u e a f ~ k 8 1 n i n g @ r i r r r , G m u ~ e . &

Tibaghk. 1985; Hawkim & b. 1981.. Limn, l986; & Ftqbag. 1985;

WMt&PiPa.l985).Tbcridrrpmdfinrlinoirthatp ' ' -dLnmkdge p m i d a a a a c c p h u l S a m d n d o n t l u t ~ p r o c a a m p p t m e c t ~ dipenaticactivitiaandthcnbuildon.ThekcyPocionirthutheIcuoa's priorLnow,ledgeisgbnaotiw, d i n ~ r a t t t m p t t o l r n d a r t r a d t b t ~ m i n -

~ h ~ a f i n ~ h n b n g b e e n d e 6 n e d u a r h i h f m m c m b n t - d e p e n d m x k w u k d g C w . r b a e L r r a r l e d g e d * ~ u r ~ -

to their initial contat of acquisition, to more amtea-& g e m d h a t i o a of

M a m x e a d y , C d e a n d I p d a t t h e r h ~ d C r m ~ H u m a n C o g n i b 0979, 1983, 1984) have critically rekud amtributi- of dcvcl- opmend and cognitive pycholosl, u~thmpology, and sociology ^to the under-

~ d ~ i n d n i d ~ i n a d h u c c o m e t o r c q u i r r ~ r p v m r ~ t

~ b o r r e r p a i m c c d ~ n a u c c a u r c c t c d . T h y y r p e ~ r ~ c u l m n l p . c - tiara thcor7(l985), ~ ~ w h i c h t h e L i n d r d r o c i r l r m t r ? m c h i l d r r n p o r t i d p o t c i n c o a t r i b u o t t o t b e ~ o l ~ d ~ m d

~ h i C h ~ d e r n b p m m r a n d ~ ~ c r r r r r 6 a u i r a . T b a c ~ ~ ~ mtdcdncdinmmrdphpialbamsdrctirr(p butintamrdthemcm-

i n g d t h a e r t t i n l p c a # r a c a d b y t h e p e a p l t p x w e n t , S l r h m ~ a m c t p t b d ~ i n c r r l n m p m v i d c s m i m p o m n t S o o r d . t i o c r b r i n -

~ t b c d i m c n d a r r d t h c h m u ~ ~ p o M a n i n ~ . In the are of cprrau cognitive thoria d i & ~ thia qPation d inter-

p m c d m b e r t h 8 n o b j a t h l y ~ ~ m e r ' ~ 1 3 t h e b r d r b o r ~ b begged. The pmducdonr in pruiuaion rpcarrr modding human thought

a r t h e p o d a i n ) u r o r b d e c r r p r a m t . t i o r r l w r r o r t r i n ~ s i m ~ u c part d the thorib3 c o a a ~ c t i o n d the p b l r m situatiom. The quation b begged because th problem-robing context ir i n a x p d . not m apaimen-

M d i t i r m i i a t l u m c a a a ~ P r r r r 6 a m q k i n a o d u c e d . E u t i e r t b e

. . .

d w m c a o n m & b e ~ 1 1 # ~ 1 0 0 ~ ' s a ~ 0 ~ 1 t o d t h ~ b i l i q d ~ .rdrLilbd~aproblandnudan.Critiulmthuwap~obkmut~-

tka d motivational facton chat arc ill underrtood. How ~tudcnta 6td about thirupabilitiaofpnforrmnceinkaming&candmstkdyI&cttbeir i n m a t n a a d y i n ~ ~ b u t i n k u n i n g i o c l f . H a r r i r c b e d h p o b - t i o n t o ~ i n p r r r i r r m t m a n g r t u c h f o r ~ - r r ) c r u u L r r o \ r b d g c i n a p b k m omtion influenced by rlf-dkacy. fear d f.ihtrr, anxiety, in- cdaurcc d mirula. or other anotiod block (cg.. Mrirhmbaum. 1977))

RatuchanacAi.rrrmmt motkthindicatathuifchiMrrncaoaived

~ r r a u a b k % n t i y " r h a t d t q u c r c y i F e R i l a l ~ ~ mthrth.nanTnaaDcnul"rtdrliibtokioerrutdthroryh&,thn

cbeyare~tomanmnpnaulhihmsandappnwchproMrm3ohrh3g e ~ n o ~ t o k u n f r a n . b u t . r ~ t o b o L a r u t o r t o f i i l @ r r c t &

Ellior. 1985). Diener md I)crccL 0978) have d k b p i h d kaeryorimttd- a d "bclpka" rnoagia for p m x i q hilure feedback in problem rohring.

Brunrtein and Ohrich (1985) nuk an a n a l o p u rlhrinrttrn between the d a m - oxkntcdrrrucgytogoantonerreraro. 8 n d t h r ~ t c o r k n a c d ~ o c e y d ~ - i l l g a n e ~ ~

M k ~ * L a o * r l i t t l c a b a a t b o r r r u c h d i f 6 a a u ~ p . b uiw.Yutbtentityrierr, thbdprCramegy, a n d t h c a a ~ r c n o c g y c m 8 n h . r c c r i p p l i a e c a v t q u a w a k k u P a ~ r b a r t b t f . b t r a m t b n t u r i P c r i t a b l y ~ t o ~ d L P o r b d g e t r m r 6 t r u r . i c r r d

a8 hilun!a (.Lo re p.pat, 1980).

Sccdag098S)mrltrr the important o h a v a h that, d i k e inrdnrr- daQ.tbtdtopraideparitirrt~donrlarndibbortlurrSndcLill a a i n i n g h a s k m r c n r c c o g n i t c d a n d ~ h r n A L r l ~ h v i 0 r r l

~ d e r r l i n g w i t h a # t m c n t p r o g r m r . i m e d a t ~ o k d q ,

~ ~ , a n d h g U l A t . t t r r -

E ~ c n r r w h l i m i C e d f i n A i r w . r t b e w r p g l a t ~ ~ ~ ~ ' I b c c o e i o c r J t m r l ~ t o ~ ~ o r n r L a ~ b a t i m -

p i i a t h u r p C h ~ ~ ~ ~ o a L m r r r l e d g e ~ ~ knrtrdicdinthcpltrrrrl~th.t~rbemtbemnhrth.nnp.ib

d ~ T h i r n m c o u n t c r t o t h r r m m a n t r r ? b p m t i n t h e l i a n u u r r

d c h i l d r r P ~ T m P i P r i a n y P L O t m b C d " ~ f ~ ~ ( . o r t h ~ m l c e t o u t ~ chuoctr' ' d a ~ g a m c t h a t c a ~ t i n t r i n d c m O t m h ( l r p p a , 1 9 8 5 :

bWme, 1981).

i r a ~ ~ ~ t b r l r r n n k r d m n m m c l l e r k r r r r c n t h e k u n - ingd&dnutiau.'IhrYbcrkuidt~k~if&~r*.il.bk

in the situation in which t m h r i a appropriate are h u e d at th time of

~ , b 7 ~ & W i t h a h a a r o c c p a . 0 r a 0 8 m o r ~ ~ C O Q -

m t o p C b u a a l m n 8 . ~ s a a m u n t m d m i l l t m T b o r P d i L r , ~ ~

d r m m a " ~ E r m t h u g h m o m S n ~ i n h ~ r t r \ d d n u - tionelanam, s c h . n t ' s t h o r i a d d ~ ~ ( 1 9 8 2 ) d ~ t i o a panaru in rruogiaq 0986) rbo take a multiple-cue approach.

T b m ~ m a d d e d c a n p l a i g t o t h ~ d a n d ~ m u l - tipkcmn~inLporrbdemcquidtioaforrubrqucntLpa*rbdee~IUot just any combinadan of multipk aampla will suf6ce. and which mnge of aumplancbwcn, andthwqwncrinwhichtbe~~~mplaarcofSmd, will pmbablyinflucncethbmdthdrthctntalillrSrrorwwillokaR~

making.

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c h ; m c r m r a c r d e u m p k ~ f o r ~ a . r i m 9 1 l y a p p m p h t e ~ S c a n e m c u e h ~ t h u r r p r a c n t a t i R l o f t b c l u ~ o o ~ o f

category imanca sbould k _captured m exampla d for inrtru- (Eli0 hAndawm. 19WFfied&HdprL, 1984).dncea~i@cruleunbutrutty erprrr th arnpkx Y m d y mrmblanca" (RPrch. 1978) among m t t u h

C a t c s o r y m a m b a r f i m ~ t r m r S n ~ a p P m p r k t t .

h r m u r o t h r ~ ~ c u e ~ t h i m p o r c v r e ~ t h s o c k d t u n l r r l c r r r p a d t h ~ p A a ~ . ( I h i l A r m ' s n a t i v c c u l t w a l a -

pcxienca

-

i n a m ~ . d , & B o m ' s ( l 9 8 5 ) C o ~ p r o g r u n m ~ t b . i ~ b g r L r i U r o E 6 c n mdtipleeumplaButthyut111d-liScd~tiolrrruchuplurnine501.

~ o r c b a m i n g a c u c e z d o m c a r n d d a r ~ t h 1 p ~ 1 ~ n # ) r ~

~ d d ~ r t i l k b o r c b o d m p i a a z h u m a ~ a ~ arts. G l u a ' s 0984:also m EfcdaiLcn. 1984) rreanmmd.tions thu higher-

order thiaking rtilk be taught

-

. ^.

Untilmmiamocciap.np-rrkmtraepzchk&bkarthiRlc,itrrmr

l e a a m a b k c o a y g c r t t h r t a r r p a m t . t i r d g M ~ d a r n t m r L a r ~ d c a n e d c 9 h m n q . - a ~ i s d p d i s g i n - r c h o d d o r u d - l c h o d ~ k m

~ t u a t i a a r . ~ p w i d t t b t a u n p l a d ~ i n m p a i o n . c o n u a u c u e r d pmr6acaaridatd~ppmprkterhorrldrbo.idin.hlrLnr'scragorlformn- tionandLmorrbdgcRprrwnt.tion.IthpaerrdyillllgdClrtood\IfYtbQa- p l i c i d y s t a c i n g p a i o d p l a o r ~ o r d c f i n i ~ i n l d d i t i a n t o o r a e h ~ o r

~ ~ p l a k ~ , a r u f i i e i c n t ~ ~ ~ ~ m p A a ' n r t r n r h r p l g c C f o f r u c h ~ h r r b e a r ~ b o ~ w i t h t u b j e c t ~ t m m d r u b j c c t r '

p r ; o r h r o r r k d e c ( - ~ ~ i n p m ) .

F e u a s o i n . R a l l d . ~ . d M i l k r ( l 9 8 0 ) t r p i n f o r P n n r S r r o f c o n c c p g or skills in their prrcollcgc thinbg-skilb p ~ o ~ r u n with %ridging." Bridging

m

~ ~ a l m a J p r i r r e i p k d t h e n b d ~ r n d a r o r c b a r i t m r f r inmuldpltdturtiow el.. in-richKiarr~rrod.lararntm

Bruuford. Sacin, Arbitmur-Smith, and Vye 0985) dircPr bow kucnrdn'a p r o g r u n . ~ d ~ c h i l d r e n w i t h k u n i r y d i f f i c u l t i a . h r r t u d a r o

#,matetbdrormcum*andePrhLluthc~dtbccrrmplaabar

~ T b a c b r i d # j n g a c c i r i t i a h u d o r r r n d m . L . : ( l ) ~ p r m r p r r P d c n o t o d r a w m t b e i r a r m e r p r i a r a : ( 2 ) t h y r r r a G r t b c p ~ h r f i n i o c q of application d Pripcipla d the uudcnta* Hie apricDea: (3) ctudcno'

~ ~ e 3 ~ m p k r ~ m d i y a a e t h i r ~ : d ( 4 ) i n r u n - t i a c i n g t b c p r i o c i p l e i n a v a r k t y d ~ ~ ~ ~ t a t s e n a n m p p . n r f & B m d

Cunpioae 0981) daar'k thir approach u aplicit instruction in the mmge of

LMIlkdge applicability. The uumption ir that thia i n r P u c t i d mategy will e n a n l n g c . c c a o f a r z r r d t r r b k L ; M n r l e d g c d ~ i n t b e f a t u r r .

Bridginsbodyawdparcofthetramfcrproblan. b m m e ~ k h p a more difficult u an educational b.rricr to promoting tnns€er hi the problem of radial arnrlrtion between two di8bmnt aturith-paaprioll

w:

child"r-t3l3idfrom~erpaiara-dtboreplom#cdbytherp#kl- i t e d r i t U a t i a m d t b t S m n r l c d u e r d a r d ~ . b ~ t b c a p p r o p i u c mapping between the hml7i.r and unfimili.+ d a m h in metaphor comprc- hcnrianbach.lknginsproca.

A l ~ ~ b d g b g ~ a p p e ~ r p ~ ~ ~ ~ r i n n N c 6 o p . l t a h - nique for pmmoting Lparrledsc trader, little b

Lnrm

t h c b a t w a y s ~ ~ p u x p a a ) t o ~ ~ ~ ~ ~ ] r t b C w b r i d g i n g ~ d o n r . f o r a a m p l e . t h m u g h ~ n c h * o r t d i y p v n a o r ~ ( a s m F e u a r a i n .

1980). or in mma of m u l h c d h materials such as interactive *ideodbc bra^- ford, Shnrood. & Huelbrbg. 1985).

B u t c o n f l i c o a h t ~ ~ a p p r o u h m d i d u e n t i 8 l p r o p a r b d w h y r c h o o l i n g h u p a r m f u l a w e q u a r o a f o r c o g n i t i r e a ~ u m t u u r r d b y a p a i m a d a l t r B n m r ( l 9 6 6 ) ~ t h a t i t b t h e ~ r a P o l n l d ~ y l i 6 t ~ ~ 1 f r o m t b e ~ l a l n i n g r i t u a ~ d r b o d t h a t r m l r r r p o r i b l t d t e p e r ~ f o ~ h ~ r r k r u b t r t h u r ~ a ~ b g d d p r r c d c l l ~ . La~~986)nrggarrtbutbtrccprrd~irtburcbodmrptpopidtpep

a r a t i o n b o r l i f k i n n n r t r ? a - f r c c t u m a ; u i t d . u l . t b e n ~

. ^.

w i l l S d l o r * . T b t r p c c i f i k d a g . n i u t i o n d ~ u t i k a t i a a r h a J d n o t , b y t h i r d u k . c c a r n t , ~ b ~ . . I h t e , o r r r r . T h t m h . n r r m r n t

o f a ~ ~ b o I i c ~ t . d a n r t . L n ~ ~ ~ ~ d ~

mrrninp thraagh acboobg pirnmubly depmdr cnr thir dcacbmmt fnm tbc k d o o r r .

P t r t i t o ( l 9 8 5 ) n y l s a c l ~ t h i r c o n f l i c t b y ~ t h u ~ o & n I # m i n g a f & a n d p a i P d p l a 6 o r p o b n t i o l ~ i f a p p m p r i r t e ~

cmbemndttopactiaihDa*bdgcInckPigmingafoamahcatiaatoplmroa

~ l w c w i l l P e e d t o ~ t b c o b a m c t a r t m a u d ~ ~ r s t h ~ p p o r r 5 D a t r p n r Q a d k a T n i n g , m d ~ ~ e m b ~ d c m a c p karning m pbkm-solving activities taken from m y lifc Othari+.

cognitive scnvgia inrtruction, Imnc taught accutirt, rlf-m.ruarnrnt aratgia and none a c h i d t r a d e r d rlilb taught. Sirwx that time, many inwsigatiollr have dkctly caught df-mmagummt cogniti.t rLillr and bund dramatic and maintainable trader of kPrPiPg C&CD (rcvkm by Behnont, Butterfield. & Ferrtni. 1982; Bmwn a d., 1985). For example, Brown, Cam- pione. and Barclay 0979) taught aelf-monitoxing techniqplcl for c_.rimndng mc m a d i r r a r m d f o u n d k u w n ~ t h w n o * & h m d b I w n - ing to prore d.

O u r u l t i m a t e l p l l i r f o r ~ t o k c a n c o e . c h r - i a d e p n d m t t h i p l r n , kunar, mdprobkmdvcn. Tothbend. rturlcaanecdtolcunacc\rck thinking ^{3;ilb. such} u goal a e t h g , strategic plpnnins, cbc- for accurate pllnmcution, goal-prograxlldmbg, pknernhutioa. and *revson.

Y e t r r c k n o w ~ c k r r w m m d i a d ~ ( B e c k & C l r p Q o c S 1986). w d b g

(Bmior & Sadamab. 1985). mathanab (Schoen6cld. 1985). and rimrr inrtrPcdon (Hamn. 197l). that th fundPmmul c u d $me- for con- trolhgthjnkingandkUpineprocenaareundertho#cba'rarntrd.not

t h e a 9 d m o . T h c c a n a r t c u e i r t h ~ o f t h ~ a ~ d ~ procerainthidimdcdua&mrdkcctdmapprmtiarbiprrktiolol.u

in or uilaing ( G d& krt, 1982).

S c b o d r ~ a n b u f m t h ~ f i d i n s p r # a i n w h i c h r m d a r o uLtoscrthae~~1tirerolaforthircmnrelf-ngul.tion.~lwncrrini- tially Rquirr and benefit from explicit support m manqhg d gPidins th

-

following sense; that the prompa or other rtrucn~a it provider for fatming

~ d i n c t i a v f o r p n m o c i n l ~ p u v d r r i n e d u c u i m m f u c o n . a d e r c d h . v c m d n l t w i t h ~ l o p i c d i n t c n i b d ~ ~ ~ Yet many acbool dormen d.oc~te linking the kadng of difhcnt subject

Qmrinr for greater knowhdge a - a d a in conmt, of application or acquisi- tion. For example, Ohm'r law u taught in inpodu~tor~ ir r a d y in- aududasrsimpkpropaniarrl~hnmubarurier(B-LGrsaro.

1984). Brrarlord, Sbarrood, and Huelbring 0985) dlruch cPrricuhrm ini- ti8tiRl to arrrcame such Unproductirr ir0l.h qnmgidc dui(n, in which thc*rbokirgrumthurtbtarmdthpuaThgorliru,&intatinLed learning offer greater yield d Pndmurding ^{t l}the ^~d ^~yd -red 8ubjccn

k a r u p ^' * d r h o o h d u r i n g t h 1 8 1 0 1 i n ~ F h m % W . P u L r

~ t d t h e p m n k n t m c e t c u h i n g w r b o d r i n ~ d a n e m p h r b o n h v -

ingchiMrrno&rsc,dacrik, l r r d u p d m u n d d c u h u n ~ t y b u i l d i n g on tbdr ermpdpy aperienca. Beuw d thre _rmphua. John D t u q con- sidered Parker Wx fither d progrerivt education" (C-. 1961. p U9).

PuLr'8progrunru8nutounding~1~~~1unding,writing.rpelling,md uithmaic pafarrmare rolrrd. PuLr 0901-1902) abo d e d o p d imnnmtior appnrwbatoinmrd.tingcrrrricuhnnrPbpCaoomrbctbeir~morr obvhntothechild. M a n y d h i s t c c h n i q 9 a u t h m r l i . r ~ , i n c h d h g c h W 8 aeation of their arm nor# for reading and writing, the c a n h - t i a r d a u d i a d b ~ , p c " p , ~ , d f p d I i a g i n t b c ~

c o n t t x t a a f c m v u n t i o n m d w r i t i n g , d t h ~ d d m a r t p d i a

withart. nmrkmrtia. r a d n i t i n g i n ~ r r r i a d r m b ~ ~ ~ l r

~ W u O r k . n d l 8 h ~ ~ D c r r e j 8 E u n c d k ~ S c b o d

t o o k a ~ a p p n m c h , ~ u i t h t h e h m r l i . r ~ ~ t o ~

i t s ~ w i t h t h e b a m d a d u e b c i c , ~ ~ t , ~ . d ~

T b a t h i r c o r i c r l ~ u t r i p n i f t . m b e a u m e t b a c r p c b . l ~ ~ b y d r c a r u n a ~ r u a r r 5 i ~ u ~ c h i l d r m ' r i a m a o d & -

d ~ a c r o u ~ b a a a d u i a r a d k p l d r c b o d ~ R a n t h probkmrdunTelatcdkuningintbtdif6amr~rubpeadirc\rrcd i n n c e o t ~ o n m d m c l r r h ~ p a r q a ~ d m c r h o d r $ ~ r l i & - i n g t b c h m k d g e l t a i n e d i n t h ~ d ~ r u b j K a r i t h i n + b o d r r a J d k rorthrhilc Although it n uagic hat the problem of cmmsarricahrm aegrcgation has ^not changed much ^m ll0 pars, ^we ham much man ropht-

B r i d g @ i P r a u c t i o n . ~ c h i n g t h . t c c m ~ p ~ d ~ m ~ contaa, th provision of multiple aampla of know- Pmrfrr. q n c q h t i c

curriculum design-d tbae a a i v i t h could cootribute to thc creation d an educrthd culture that a m n u a p tmdcrmh.nrinp ltlrning d think- ing p- Un6Dmuuttly. th C U ~ W & U chui.c. It t perhrp more c o m p r & a m i i k w h c n u d ~ a d a c r i p i . C m m b y r n t h r o ~ o r e t h - n o g m p h m t h u r . r a p r r r c r i p t k a r m b y a l u c ~ o n . ~ m d t e c h - nologha. Yet it#mreund.ltotrytoandaruPdhowto buildrachcan- mu- or cultmu, particukrly beawe we have ren how, daaiptivcly,

~ ~ 1 t u r r l ~ r r r t i c c l r e a n t o b e t h ~ S a r r a m a r t u d m t ' r ~ d a probkm dtuation ^as orrt for which aurr6a d pmiau knrmkage U pouiik.

or important, or mnth th

Itiallighlydgnificlntthat\rbmthhmerian~

. .

i n g s m d e d ~ ~ ~ t h w ~ H o r i u r n t . n y , t h r r ~ p u m a l , i n d a r t r ~ d ~ d c a n m t m i t y ~ t h u w w i n -

d i n h a v i n g t h r u d m a ' ~ 8 n d r d c r r c k u n i n g r r o n t . I n etrnce.thacrrrcarfulprogrnnrhadkenabktodehcaculturcchatsaid t o ~ t h u ~ d l u r n i n g h r r r d ~

R a c u e h k P c e d c d o n b t o ~ R I c h ~ c P h r u q r b i c h I t . L c

t o k ~ r d r t e d t o t h g d d ~ ~ 6 0 4 w l c c d r t ~

d RaaicL (1987) hu h c d o c i t s a ~ n q h m f i x ~

.

d s u c h c m i r r a u n m o 6 0 4 I # m i n g t o t h i n k ~ ( a ) u l f - d i r r a c d d r s Q w m r ( a n r h r t t o r o r t o n : ~ ~ ) ; @ ) d j l C p l q O l l

. ^.

- d u r a ; ( c ) d - g o ~ p t m r p a s _ u k

! k & l ~ m w h i c h t h i n L i n p p n # a e r u r c m u h a p l i c i t . o r m o d - eled, wan to proridc imporcant dDItaing amdumnn

. ^.

~ d p v r r f e r h t o n e L m m m ~ ~ ~ p r ~ b k P l ~ r i t h i n a b m d l l r m l i n such as reading, writing, or mathunatia (CoIlim & Brown, m pmm-b; h b c -

tu & B n m , 1984: Sard.nulk, badm, & Sainb.ch, 1984; scbaddd, 1 9 S ) . ~ r p p e u t o r n h m o t h L ~ m t h i n k ~ l 9 8 7 ) .

~ o r d n c h ~ i n c d p E I d o n i r r r i d m c r r u t o p p o a m n t d e r S w Cbpdiw APPlrrJicuhpI (Cdlirr & Bmm. in ptem-b). I t ir d Imrt.t what

t h t b a r a d r p c h ~ u l c , h u t H ~ . r ( ~ ~ p a i d c r a J a m C o r t h i n L i r r p inrhichrPehurti.itiaoomctokwcnm~amtnitioor(ScbomBtld.

1987).

O ~ d m o d c l i n ( J m t i r i n r p f i i c i a u . s m & n a n c e d m t . a u r p c h

~ t h m r r d r a 8 n d r ~ b j t c t t h e i r o m ~ ~ m n m m l l n i q rclccioDmdmppartkcritiqueInpuddp.~inthb#irlbolrcdpmrt- irml (vypsky, 1978). 8 chiM m y ktm emirion the new upbi1idahorrbcdh.rtifanlythtLrrorrledgethothaperronh.d

a r o n i b P a e d r r r r r ~ T b a c r h i n k - J a d ~ ~ 8 b o ~ k childrrn'a dfsarrcpcl, tbcir belie6 in w i m k tbcir b t d i p ~ ~ can k

d e r d a p e d 0 r ~ ~ ~ e n t i c ) , ~ t h i r b a l i P ( p 8 b a a t ~ , ~ ~ r r . d o r b a ~ d i m b l i n g ~ b l o c L t o e i t h e r t h ~ 1 ~ ~ a b i - ti- or appliation rida a# trrnrdcr of

m.

pmmacd

b

Tershnwill.LoDs#ltol#nra,rmdnftladbrnrtopmrroacacultlrrr f o r t r r r u S r r m ~ d . m # Q I I b y ~ h n o r r b d g c i n r r r c , c a a c c p a a a m o b forandartradiry,8ndu8n8fcrd~8kilhuanacdPitfanPlltoth r o d J a r n t r u * d & ~ .

S u c h c h n a l p t ~ d . m w m ~ l l U y k ~ t o . m b a i t y r t n r - t u m ~ For in an education that taka conveying funaionrl Lporrbdec in mul- apleconcaa~,dwhichaiam~onpriorapaiawxrthcchild b r i n g a m t h e d . m a r m f r o m t h e ~ m d . c d o r u d ~ & t h b a P o f a u t b m i q i n ~ c k r r # m w i l l h ~ . T h p r i m y d i r a u w d t h e d a m # n ~ ~ t o r h i h f m m t h e ~ - D o p p L P o r r X ? ' f r u n e (Mehan, 1979). a cauinnrl rceprgatnc

. ^.

qqlropkte (cg.. - ~.\rtiar & h. 1987).

c ~ t b c a b d i t i o P r l ~ . t p r r d t h t l ? . r t u r ' a ~ u . i l - L B o r i q ( l ~ ' m a r t

dcdhbodumltrmr. ---

~ ~ c d k ~ k n r r a r t h e r r r t r r h o ~ ~ ~ ~ ~ ~ ~ . i q d

~ 8 n d i n p m t O d Y m e a r h . g m d . a a ~ t r P r L a ~ ~ d k r u n t i . l . i d r m t h i r t r r r v d o r m r t i r r ~ I n p u t i c p k r , r c r r i n d

k m r m c r b o b f o r ~ a c r r b a r k u n b c l r r t o ~ L r r o \ r l e d e c t h 8 t

r c P d c n ~ - h . . c h ~ ~ ~ h ~ h e r p e r t

& ~ & t h i r d l d b o r r t h q ~ r t r h a p ~ . n d t o ~ d b p i E d m I l K h ~ ~ f m t h c p r n p a a d t h i n k i q

~ w h i c h e d u a t i m w i l l k d k c t e d .

J p p h i c r r p ~ d t h i r ~ ( e . g . . aaaaraptnchrortmp: N o d

&Gowen. 1984)-butaoandccaonicwhiteboudch.trarldkdto&

u a n s f c r p k i i i l t i e r t o a ~ p r o b I m r r i t P . t i o n o p e n B m d k u n i u n o r byo#cburmdahrBtudmaSIlchrrpamtatiarrrrorrld b c a ~ i l ~ b k b r t h ~ t ' s ~ m f a t u r r p r o b k m r o h r i n g . i n a # w u a r o f h n r c p l . a b o l d a d o n c ' s c o m p h u l ~ b o k b u i l t a p , m d within which new knowledge would need ^to be'integratcd. I predict that the

&Y apaiart.

s P c h ~ e r p a i a r c i n d u d a D o t ~ r p o n t u r c a r r i n o a a a i a r r w i t h

O b ~ e m ~ e r a d ~ b u t ~ ~ ~ w i t h i n -

6 n m a l t u c h i n g , m a P o r i a d ~ ~ w h n p P a d o l r u t n i e d . r o d a b a r t h i d i n g ~ u t b c y ~ i n p o b l a n m h h g . T b a t u t t b c r u o u n x a B o r t b e h m n m ~ m Y h i r v d ~ f

. ^..

I t k ~ c l c a r t h u S o r r m l r d a r a ~ t i m h . r p r i d i m R c f f i c i m t

~ t o ~ p r i o r k l i c 6 r F u f r a n b e h y a b P k ~ a r d t n t r c a n c t o r k n l w i t h i P t r i Q O C k l j d ~ b a m ~ ~ t b c i P r t r r a c o o r d d i f f t . n k m . r e r t . i P ( ~ & ~ , ~ ) . B ~ t t b c i t a r t t r n m m r r L m a r d i € k u l c k a r r w ~ d r c i m c c c d r u u i a P ~ ~ t b i r ~ p O b k J b o g c r b a t ? d t h u ~ d a d d ~ f m n 8 ^' '

tivc,pqingcbr.ttmt;mcoQIPCCPCP.IprrZCQE6dt9d10CDltharmL 6 o a m ~ r t n n ~ . ~ n o r r L p o r o t h a r b t . I ^{- -} dac-

- t i v i d a r b o p k l m r L r r r r A m a ' k l j e b ~ ~ ~ A P d ~ n - - 1rrrbrtmbt.achkliebmmt6mk%md.~Hav-

ing ken Samd. kuning and teaching activitkr a n then acme-u does

Baeiba and Surdunllia (1986). P a h a u d Brawn (l984);. d Scbom- 6tld 0985) dl utilize methodr for m a b # trader procaa expihit (tSlh

& Brown. in pmm-b). For a given con- or cognitive W, live moddiag d iuappIk.tionmmultipku~1cauldbtmprdcd.i.opcialdirL~6Dlr artlececdr8ngcofproblanrarQrmiar.d\rbmoae~tbertudma t o & a p p r o p & t c ~ t i a v f m t n tbecuawleeped. Tbtrpmrroold khighlyiStCI.Ctnr, a u b l i n g l c r t L d b d p i t a r c u d m t h d ~ m c a r - q i n g a n u i t h n e w k n o w l e a g e ~ a c t i v i t i u a f t e r o b r m i n g m ~ d multipk bridging involving that knuukdge.

R@&m d y s i s of the det.ilr dope'1 own arnrder pdmmmm u well am th- of others rhould be pmbk. by rephying pFobkmlohring epLoda (Conina & Brown. --a). The modding rctiritia rlcatd d di t i d l y b e b u e d o n w l : ~ o f k n u u ~ a ~ h t o t b e p o b k m . ; h l l r i a r u d-lik(Stanbcrg. 1986,aE6arrmwAlggatiau)lad~tbacrith the problem duKI of finmd education in matkmticr. a h c c and litemcy.

Thephrue"cvcrdayliZc"isapkaholdaforthecultudydc6ncdnormrd a c t i w that d t u t c cultld practiar

~ p h i c ~ u t n c c d e d t o c ~ n t n i t o a ~ d ~ * S c r i b 1 ~ ~ a n d C d c ~ 9 8 l ) d c J h r m l p m c t i c y ttuthdpIh.perhupewpk

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d-I-te I n R L ~ & ~ J . ~ @ d r ) . ~ d h m u c h a a k licrrrl @p M7-W). Nomod NJ: Abkx.

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