Microworld

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==References==
==References==
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* Hogle, J. (1995). [http://twinpinefarm.com/pdfs/microwld.pdf Computer Microworlds in Education: Catching Up with Danny Dunn].
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* Bruckman, A. (1998). {{endnote|Community Support for Constructionist Learning|6}}, from http://www.cc.gatech.edu/~asb/papers/cscw.html
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* Hogle, J. (1995). {{endnote|Computer Microworlds in Education: Catching Up with Danny Dunn|715}}.
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* Hoyles, C., & Noss, R. (2003). {{endnote|What can digital technologies take from and bring to research in mathematics education?|160}} In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & F. K. S. Leung (Eds.), Second International Handbook of Mathematics Education (pp. 323-349). Dordrecht, the Netherlands: Kluwer Academic Publishers.
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* Hoyles, C., Noss, R., & Adamson, R. (2005). {{endnote|Rethinking the Microworld Idea|723}}.
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* Papert, S. (2003). {{endnote|MicroWorlds EX|181}}.
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* Squire, K. (2002). {{endnote|Video games in education|25}}. International Journal of Intelligent Games & Simulation, 2(1).
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* Veeragoudar Harrell, S. (2008). Virtually There: Emerging Designs for STEM Teaching and Learning in Immersive Online 3D Microworlds. In V. Jonker, G. Kanselaar, P. Kirschner & F. Prins (Eds.), International Conference of the Learning Sciences (ICLS). Utrecht, the Netherlands: ISLS.
==Versions of this document==
==Versions of this document==

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* Microworld (dutch)

General

Basically, a microworld is a conceptual model of some aspect of the real world. It is usually an idealized and simplified environment, based in a computer or other medium, in which learners (usually children) explore or manipulate the logic, rules, or relationships of the modeled concept, as determined by the designer. A microworld is a cognitive tool. (Hogle, 1995)

A representation of some well-defined domain, such as Newtonian physics, such that there is a simple mapping between the rules and structures of the microworld and those of the domain.

References

Versions of this document


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