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Cognitive Requirements of Open-Ended Learning Environments

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William R. Robinson

Department of Chemistry, Purdue University, West Lafayette, IN 47907

J. Chem. Educ., 2001, 78 (1), p 20

DOI: 10.1021/ed078p20

Publication Date (Web): January 1, 2001

Abstract

This column summarizes a paper by Susan M. Land entitled Cognitive Requirements for Learning with Open-Ended Learning Environments (Educational Technology Research and Development 2000 48, 61-78), which discusses the cognitive demands on learners imposed by three important components of computer simulations. For each of these components, Land describes the cognitive demands placed on the learner, the problems associated with these demands, and the consequent implications for design of simulations and other OELEs that assist a learner in developing the skills necessary to meet the demands.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Reports from Other Journals

Keywords (Pedagogy):

Computer-Based Learning

Keywords (Subject):

Learning Theories

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

The Role of Structure of the Discipline in Improving Student Understanding: The Case of Organic Chemistry
Gail Green and Marissa Rollnick
Journal of Chemical Education2006 83 (9), 1376
- The Role of Structure of the Discipline in Improving Student Understanding: The Case of Organic Chemistry
  Gail Green and Marissa Rollnick
  Journal of Chemical Education2006 83 (9), 1376
  This article arose from interesting observations during a larger study where the focus was on the interface between two years of university chemistry. Locating the interface was not as straightforward as anticipated owing to differences in innate ...
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