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 development of innovations;
features tested, customizable inquiry projects that students,
teachers, and professional developers can enact and refine; and
introduces new methods and assessments to investigate the impact of
technology on inquiry learning. The methodology--design-based
research studies--enables investigators to capture the impact of
innovations in the complex, inertia-laden educational enterprise
and to use these findings to improve the innovation. The
approach--technology-enhanced inquiry--takes advantage of global,
networked information resources, sociocognitive research, and
advances in technology combined in responsive learning
environments. Internet Environments for Science Education advocates
leveraging inquiry and technology to reform the full spectrum of
science education activities--including instruction, curriculum,
policy, professional development, and assessment. The book offers:
*the knowledge integration perspective on learning, featuring the
interpretive, cultural, and deliberate natures of the learner; *the
scaffolded knowledge integration framework on instruction
summarized in meta-principles and pragmatic principles for design
of inquiry instruction; *a series of learning environments,
including the Computer as Learning Partner (CLP), the Knowledge
Integration Environment (KIE), and the Web-based Inquiry Science
Environment (WISE) that designers can use to create new inquiry
projects, customize existing projects, or inspire thinking about
other learning environments; *curriculum design patterns for
inquiry projects describing activity sequences to promote critique,
debate, design, and investigation in science; *a partnership model
establishing activity structures for teachers, pedagogical
researchers, discipline experts, and technologists to jointly
design and refine inquiry instruction; *a professional development
model involving mentoring by an expert teacher; *projects about
contemporary controversy enabling students to explore the nature of
science; *a customization process guiding teachers to adapt inquiry
projects to their own students, geographical characteristics,
curriculum framework, and personal goals; and *a Web site providing
additional links, resources, and community tools at
www.InternetScienceEducation.org
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