Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for dev
Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for devHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Marcia C. Linn (University of California, Berkeley), Elizabeth A. Davis (University of Michigan) and Philip Bell (University of Washington)
Inhaltsangabe
Contents: D. Kirkpatrick Foreword. M.C. Linn E.A. Davis P. Bell Introduction. Part I: Starting Points.M.C. Linn E.A. Davis P. Bell Inquiry and Technology. M.C. Linn B-S. Eylon E.A. Davis The Knowledge Integration Perspective on Learning. M.C. Linn E.A. Davis B-S. Eylon The Scaffolded Knowledge Integration Framework for Instruction. P. Bell C.M. Hoadley M.C. Linn Designed-Based Research in Education. Part II: Curriculum Design Patterns for Knowledge Integration.E.A. Davis Creating Critique Projects. P. Bell Promoting Students' Argument Construction and Collaborative Debate in the Science Classroom. C.M. Hoadley Fostering Productive Collaboration Offline and Online: Learning From Each Other. D. Clark Hands-on Investigation in Internet Environments: Teaching Thermal Equilibrium. Part III: New Partnerships.J.D. Slotta The Web-Based Inquiry Science Environment (WISE): Scaffolding Knowledge Integration in the Science Classroom. P. Bell The Educational Opportunities of Contemporary Controversies in Science. E. Baumgartner Synergy Research and Knowledge Integration: Customizing Activities Around Stream Ecology. L. Shear P. Bell M.C. Linn Partnership Models: The Case of the Deformed Frogs. Part IV: Next Steps.M.C. Linn P. Bell E.A. Davis Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework. M.C. Linn E.A. Davis P. Bell B-S. Eylon Closing Thoughts: Internet Environments for Science Education.
Contents: D. Kirkpatrick Foreword. M.C. Linn E.A. Davis P. Bell Introduction. Part I: Starting Points.M.C. Linn E.A. Davis P. Bell Inquiry and Technology. M.C. Linn B-S. Eylon E.A. Davis The Knowledge Integration Perspective on Learning. M.C. Linn E.A. Davis B-S. Eylon The Scaffolded Knowledge Integration Framework for Instruction. P. Bell C.M. Hoadley M.C. Linn Designed-Based Research in Education. Part II: Curriculum Design Patterns for Knowledge Integration.E.A. Davis Creating Critique Projects. P. Bell Promoting Students' Argument Construction and Collaborative Debate in the Science Classroom. C.M. Hoadley Fostering Productive Collaboration Offline and Online: Learning From Each Other. D. Clark Hands-on Investigation in Internet Environments: Teaching Thermal Equilibrium. Part III: New Partnerships.J.D. Slotta The Web-Based Inquiry Science Environment (WISE): Scaffolding Knowledge Integration in the Science Classroom. P. Bell The Educational Opportunities of Contemporary Controversies in Science. E. Baumgartner Synergy Research and Knowledge Integration: Customizing Activities Around Stream Ecology. L. Shear P. Bell M.C. Linn Partnership Models: The Case of the Deformed Frogs. Part IV: Next Steps.M.C. Linn P. Bell E.A. Davis Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework. M.C. Linn E.A. Davis P. Bell B-S. Eylon Closing Thoughts: Internet Environments for Science Education.
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