Contents: Preface. Introduction. Part I: Student Learning Partners. How Do Students Respond to Science Instruction? Four Case Studies. Part II: Classroom Learning Partners. Making Science Accessible to All Students. Making Thinking Visible. Helping Students Learn From Each Other. Promoting Autonomy for Lifelong Science Learning. Part III: Student Learning Partners Revisited. Science Learning Partners and Science Inquiry in High School. Building on Middle School Science in High School. Part IV: New Design Partnerships. Planning for Technology in Education. Partnerships for Professional Development. Outcomes and Opportunities. Appendices.Student Interviews--Lee and Pat. Table of Contents From CD-ROM.
"[The authors] provide a wealth of resources--science activities
with and without computer applications; case studies on student
achievement; software demonstrations of a CLP tool, E-LabBook;
assessment strategies; and an annotated bibliography....Designed to
enhance science education, this instructional package offers
strategies for learning and teaching in all subjects. Recommended
at all levels."
—CHOICE"This book presents the finding of an exciting fifteen-year
collaboration, investigating the Computer as Learning Partner
(CLP)....A valuable model of collaboration for those who wish to
become involved in similar work is provided....I would strongly
recommend this informative book and very useful CD-Rom to anyone
who is interested in collaborative work."
—British Journal of Educational Psychology"...if you are interested
in the insights gained from 15 years of trying to improve science
teaching, then this book belongs on your bookshelf."
—Contemporary Psychology"The pedagogical approach described in this
book raises some of the age-old questions in education: breath vs.
depth, abstract vs. concrete, general vs. specific. Yet these
issues are examined in a new light, provided by a consideration of
knowledge representation, social structure, and new technologies. I
recommend that anyone concerned about systemic improvement of
learning and teaching read this engaging account of learning and
development of students, teachers, and researchers over an extended
time span.
—Science Education"An exciting book that provides important
theoretical and practical insights into learning, assessment, and
effective uses of technology. Linn and Hsi show how learners follow
very different paths in their quest for knowledge, and they explore
innovative ways to support these multiple pathways....The book also
provides a model of collaborative research that is extremely
important for the research community....Overall, the authors
implicitly model lifelong learning as they attempt to help students
become lifelong learners. This book is relevant to a variety of
audiences including teachers, administrators, parents, and other
researchers. It is also important for undergraduate and graduate
students who want to become teachers, researchers, or designers.
Its primary focus is on science education, but it has important
implications for work in all content areas. It is a great pleasure
to recommend this book."
—John D. Bransford
Learning Technology Center, Vanderbilt University"A rare book in
education--and especially rare in technology and education: one
that draws on a strong, extended research base and yet speaks
clearly to a broad audience. This book offers a careful and
insightful analysis of the critical issues in the field."
—Andrea di Sessa
University of California at Berkeley"A powerful, rich,
research-based guide for science teacher development. The case
studies make the thinking of both science teachers and science
students explicit, visible, and accessible. This practical,
reader-friendly guide comes at a critical time in school science
reform....I recommend this book for teachers, for preservice
courses, for site-based professional development reform teams, for
curriculum designers, for researchers, and for groups interested in
collaborating to introduce technology into the curriculum."
—Jane Bowyer
Abbie Valley Professor of Education and Department Head, Director,
NSF-funded Lo"Linn and Hsi present important lessons for making
science accessible to all students. They provide convincing
evidence that science curriculum needs to change from exposing
students to numerous ideas to allowing students to explore a few
major ideas in-depth. The Computer as Learning Partner curriculum
demonstrates that students who explore a few challenging areas of
science will develop robust understandings of these topics and of
inquiry but also succeed on more traditional standardized tests.
Perhaps one of the most important lessons gleamed in this work is
that a systematic research agenda in education can make a
difference. The ideas presented about knowledge integration,
learning partners, and design studies extend beyond science
education to all fields of learning. Science teachers, educational
researchers, policymakers and administrators must read this
book."
—Joseph Krajcik
Center for Highly Interactive Computing in Education, University of
Michigan-Ann
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