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ERIC Number: ED449142
Record Type: Non-Journal
Publication Date: 2000
Pages: 460
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8058-3343-9
ISSN: N/A
Computers, Teachers, Peers: Science Learning Partners.
Linn, Marcia C.; Hsi, Sherry
This book discusses making science accessible to all students, noting the role of computers as learning partners. It provides theoretical and practical insights into learning, assessment, and technology, exploring innovative ways to support students' multiple pathways in learning. It draws on experience with the Computers as Learning Partner Project, highlighting four students who moved uniquely through the project's curriculum during secondary school. A model of collaborative research is presented. There are four sections with 10 chapters. Section 1, "Student Learning Partners," includes (1) "How Do Students Respond to Science Instruction? Four Case Studies." Section 2, "Classroom Learning Partners," includes (2) "Making Science Accessible to All Students," (3) "Making Thinking Visible," (4) "Helping Students Learn from Each Other," and (5) "Promoting Autonomy for Lifelong Science Learning." Section 3, "Student Learning Partners Revisited," includes (6) "Science Learning Partners and Science Inquiry in High School" (7) "Building on Middle School Science in High School." Section 4, "New Design Partnerships," includes (8) "Planning for Technology in Education," (9) "Partnerships for Professional Development," and (10) "Outcomes and Opportunities." A CD-ROM is included. A videotape is also available. Two appendixes offer student interviews and the CD-ROM table of contents. (Contains approximately 195 references.) (SM)
Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, NJ 07430 ($29.95). Tel: 800-926-6579 (Toll Free); Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com.
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A