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.
Marcia C. Linn (University of California, Berkeley), Elizabeth A. Davis (University of Michigan) and Philip Bell (University of Washington)
"The major strengths of this book are that the editors see such
environments as pedagogical/educational tools to help teach inquiry
(as epistemology) instead of using inquiry to teach science, the
very strong psychological basis for learning and instruction
provided, and the brilliant exposition of good design
practice..."
—British Journal of Educational Technology"Internet Environments
for Science Education provides a detailed, positive, and practical
guide to the new forms of teaching, curriculum organization, and
research that are necessary if we are to capitalize on the
potential of computers and the Internet to revolutionize education.
Although Linn, Davis, and Bell concentrate on science, researchers
and teachers of all subjects will value the principles and methods
that they describe."
—Richard White
Emeritus Professor, Monash University"Mining the ambitious and
prolific program of research conducted by Professor Linn and her
colleagues, E. Davis and P. Bell, this volume offers a broad range
of intellectual and material resources for supporting the design,
enactment, and evaluation of inquiry-based science teaching to
advance students' scientific concepts and reasoning. It is
distinguished by its principled treatment of the affordances of
technology in interplay with the rich, dynamic, and complex
contexts of classroom communities."
—Annemarie Sullivan Palincsar
University of Michigan"Marcia Linn, with Elizabeth Davis and Philip
Bell, unite basic cognitive research with high quality practical
advice on how to run successful science classrooms."
—Naomi Miyake
Chukyo University
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