The results were generally favorable for the Jasper students . With respect to problem-solving , the Jasper students were more skilled in identifying problems and breaking them down into smaller components that would lead to solutions . Regarding specific knowledge and skills , the Jasper students outperformed the control students in areas such as decimals , fractions , and calculations of area , perimeter , and volume . The Jasper students also were better in solving three different types of word problems . Results were less positive in the attitude and achievement areas . Although the Jasper students had more positive attitudes toward mathematics at the end of the school year , they expressed no greater desire to study math than the control students . On standardized achievement tests , Jasper students tended to perform better than the others , but the results were not statistically significant . A more recent study ( Young , Nastasi , & Braunhardt , 1996 ) investigated the effects of immersing fifth grade students in Jasper Adventures for three months . The results were equally positive , with the Jasper students outperforming the control students in mathematical and scientific knowledge , higher level problem-solving skills , learning skills , and even creativity .
The CoVis Project
With funding from the National Science Foundation ( NSF ) in the USA , researchers at Northwestern University ( Edelson , Pea , & Gomez , 1996 ) have been developing the “ CoVis Collaboratory ,” a learning environment that combines the objects and tools of constructivism with communication and visualization tools that enable communication and collaboration among learners in a sociocultural context . Working in 40 high school science classrooms , CoVis has three key components : 1 . project-based science learning pedagogy , 2 . scientific visualization tools for open-ended inquiry , and 3 . networked environments for synchronous and asynchronous communication and collaboration .
Projects can be designed in a variety of scientific disciplines ( Edelson , 1997 ). Some of the most interesting involve atmospheric sciences examining issues such as “ global warming .” CoVis is currently undergoing extensive research and evaluation , and early results indicate that students spend their time productively , prefer CoVis activities over traditional science labs , and learn both content and scientific inquiry skills ( Gomez & Gordin , 1996 ). Additional research is focusing on teachers ’ roles in the Collaboratory .
Future Needs
Up until now , most research focused on forms of computer-based learning systems has investigated how to use the limited capabilities of the computer to present information and judge learner input ( neither of which computers do especially well ) while asking learners to memorize information and later recall it on tests ( which computers do with far greater speed and accuracy than humans ). The cognitive tools and constructivist learning environment approaches described
30