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  • Articles  (5)
  • educational technology  (5)
  • Springer  (5)
  • MDPI Publishing
  • Natural Sciences in General  (5)
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  • Articles  (5)
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  • Springer  (5)
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  • 1
    Electronic Resource
    Electronic Resource
    The climate visualizer: Sense-making through scientific visualization (1994)
    Springer
    Journal of science education and technology 3 (1994), S. 203-226 
    Details
    ISSN: 1573-1839
    Keywords: Visualization ; educational technology ; project-enhanced science learning ; climate ; networking ; telecommunications
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical back-ground for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is followed by a description of the design of the Climate Visualizer, including detailed accounts of its provision of spatial and temporal context and the quantitative and visual representations it employs. A broader context is then explored by describing its integration into the high school science classroom. This discussion explores how visualizations can promote the creation of scientific theories, especially in conjunction with the Collaboratory Notebook, an embedded environment for creating and critiquing scientific theories and visualizations. Finally, we discuss the design trade-offs we have made in light of our theoretical orientation, and our hopes for further progress.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575897
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    LabNet: Toward a community of practice (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 305-319 
    Details
    ISSN: 1573-1839
    Keywords: Science education ; science projects ; community of practice ; telecommunication ; educational technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract It is common currency that science education in America isn't working well enough. We are failing to excite the curiosity of young minds in the great questions of the physical universe. LabNet—a prototype teacher-support project developed by TERC, and funded by the National Science Foundation, is dedicated to addressing this issue. The first three year phase of LabNet began in January 1989 and ended in mid-1992. During that time, some 562 high school teachers of physics in 37 states were involved. Three interconnected threads are woven through the fabric of LabNet. The first, and most vivid, is the use of projects to enhance students' science learning. LabNet's second thread is building a community of practice among LabNet teachers. The third thread woven into LabNet is promoting the use of new technologies in science teaching and learning. The most notable use of new technology in the LabNet project is telecommunications—computer-to-computer communication via telephone lines. A dedicated network has been created and made available to all participants. As the first national network designed for high school teachers of physical science, the LabNetwork is a dynamic medium for building and sustaining a community of practice for physics teachers separated by many thousands of miles. In recommendations directed at teachers, scientists, and particularly the National Science Foundation, steps are outlined that can be taken to strengthen the community and the teaching of science in both the secondary and elementary grades.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00694594
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  • 3
    Electronic Resource
    Electronic Resource
    Student Achievement in an Educational Technology Course As Enhanced By Cooperative Learning (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 337-343 
    Details
    ISSN: 1573-1839
    Keywords: Student achievement ; educational technology ; cooperative learning
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The purpose of the study was to investigate the effect of cooperative learning on students' achievement in an Educational Technology course in an Initial Teacher Training Program. A cooperative learning strategy was compared with the traditional whole class direct instruction approach. Ninety-five first year full-time students at a College of Education constituted the sample. The students' achievement included: academic achievement in the course, quantity measurement in the use of instructional media, and quality rating of utilization of instructional media during their teaching practice. Their attitude change was also assessed by an Attitude Inventory. The results indicated that cooperative learning strategy had a positive effect on academic achievement and quantity measurement in the use of instructional media (F(l,91) = 7.06, p 〈 0.01; F(l,91) = 4.59, p 〈 0.05). Cooperative learning strategy also had a positive influence on students' attitudes towards instructional media and their learning condition (F(l,93) = 5.07, p 〈 0.05; F(l,93) = 6.20, p 〈 0.05).
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022510513786
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  • 4
    Electronic Resource
    Electronic Resource
    Instructional technology: A tool or a panacea? (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 87-92 
    Details
    ISSN: 1573-1839
    Keywords: Instructional technology ; educational technology ; computer applications ; technology integration ; teacher training
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract It is time to recognize that educational technology cannot be considered a panacea for educational reform. Technology, when properly used, can be a very effective tool for improving and enhancing instruction and learning experiences in the content areas. However, incorporation of electronic tools, such as computers and videodiscs, into classrooms must be accompanied by systemic change in the educational process. Successful utilization of technology depends on how we provide teachers with the necessary environment for training, tools for instruction, and technology evaluation skills. This paper examines some of the misuses of technology and then explores the appropriate use of technology in the context of current educational reform. The focus is on the integration of technology in the educational process that provides a learning environment allowing discovery and creativity through the use of computer visualizations. The teacher is seen as the essential element, requiring a solid foundation in the general applications of technology, and the ability to evaluate and select systems that are effective and efficient for specific applications.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575474
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  • 5
    Electronic Resource
    Electronic Resource
    Game-display board activities for science teaching (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 141-154 
    Details
    ISSN: 1573-1839
    Keywords: game ; science teaching ; display board ; educational technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This paper presents samples of game-display board activities developed by the instructors, technicians, and teacher-participants of the course “The Teaching of Integrated Science” within the Postgraduate Diploma in Education program offered by the Chinese University of Hong Kong. Designed for junior high science classes, the board activities employ ideas from traditional seatwork and end-of-chapter exercises, such as matching, multiple choice, word puzzles and summary tables. The activities are carried out by means of a vertical magnetic white board and magnetic backed word and picture cards. Unlike ordinary paper-and-pencil exercises which are usually done by students individually, game-display board activities facilitate classroom interaction by providing a center of attention to every student. Moreover, because of the game element involved, these activities foster group cooperation as well as allow whole-class participation. Comprehensive samples of the activities will be provided in this paper. A study of the teacher-participants' attitudes toward the activities will also be reported.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575154
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    Paper (German National Licenses)
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