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 WhiteEmeritus 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 PalincsarUniversity 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 MiyakeChukyo University

• 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.