John Frederiksen

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This paper describes the theoretical underpinnings and architecture of a new type of learning environment that incorporates features of microworlds and of intelligent tutoring systems. The environment is based on a progression of increasingly sophisticated causal models that simulate domain phenomena, generate explanations, and serve as student models.(More)
To develop lifelong learning skills, we argue that students need to learn how to learn via inquiry and understand the sociocognitive and metacognitive processes that are involved. We illustrate how software could play a central role in enabling students to develop such expertise. Our hypothesis is that sociocognitive systems, such as those needed for(More)
We introduce a method for promoting reflective conversations during collaborative work which enables participants to explore their cognitive goals and processes and thereby develop a metacognitive understanding of their practice. This method, termed "cognitive facilitation," seeks to provide a conceptual and linguistic basis for metacognitive reflection by(More)
Our previous work with the ThinkerTools Inquiry Curriculum found that students who were prompted to reflect on their work performed better on inquiry projects, and attained a better understanding of the inquiry process. These prompts, however, were in a pencil-and-paper form, which did not allow for individual, on-line needs. We hypothesize that improvement(More)
A prototype Web-based environment, called the Web of Inquiry, was developed that built on previous work in science learning and technology. This new system was designed to meet constructivist-learning principles, support self-reflection, and meet specific interaction goals within the classroom environment. The system was tested it in fifth, sixth, and(More)
Ss were asked to identify ambiguous auditory and visual stimuli (words and pictures), each of which was presented for a series of consecutive trials. On successive trials, the degree of ambiguity (auditory masking or amount of blur) was reduced, so that on the final presentation, the stimulus was easily recognizable. The Ss were divided into 2 grps.; the(More)