Organizing principles for science education partnerships: Case studies of students' learning about 'rats in space' and 'deformed frogs'

Educational Technology Research and Development

Volumn 47, Issue 2, 1999, Pages 61-84

  Linn, Marcia C ^a   Shear, Linda ^a   Bell, Philip ^b   Slotta, James D ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033420531     PISSN: 10421629     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF02299466     Document Type: Article

References (30)

1. Annenberg/CPB. (1995). Science images: Computer as Learning Partner (Doug Kirkpatrick) [video]. S. Burlington, VT: NCREL.
2. Bell, P. (1996). Debate as an instructional form in science education. Unpublished Master's Thesis, University of California, Berkeley, Berkeley, CA.
3. Bell, P. (1997). Using argument representations to make thinking visible. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning (pp. 10-19). Toronto, Canada: University of Toronto Press.
4. Bell, P. (1998). Designing for students' conceptual change in science using argumentation and classroom debate. Unpublished Doctoral Dissertation, University of California at Berkeley, Berkeley, CA.
5. Bell, P., Davis, E.A., & Linn, M.C. (1995). The knowledge integration environment: Theory and design. In Proceedings of the Computer Supported Collaborative Learning Conference (CSCL '95: Bloomington, IN) (pp. 14-21). Mahwah, NJ: Lawrence Erlbaum Associates.
6. Brickhouse, N.W. (1994). Children's Observations, Ideas, and the Development of Classroom Theories about Light. Journal of Research in Science Teaching, 31(6), 639-656.
7. Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of Learning, Sciences, 2(2), 141-178.
8. Davis, E.A. (1998). Scaffolding students' reflection for science learning. Doctoral dissertation, University of California at Berkeley, Berkeley, CA.
9. Eylon, B.S., & Linn, M.C. (1988). Learning and instruction: An examination of four research perspectives in science education. Review of Educational Research, 58(3), 251-301.
10. Hsi, S., & Hoadley, C.M. (1997). Productive discussion in science: Gender equity through electronic discourse. Journal of Science Education and Technology, 6(1), 23-36.
11. Keller, E.F. (1983). A feeling for the organism: The life and work of Barbara McClintock. San Francisco, CA: W.H. Freeman.
12. Lakatos, I., & Musgrave, A. (Ed.). (1970). Criticism and the growth of knowledge. New York: Cambridge University Press.
13. Lewis, E.L. (1995). Educating hearts and minds: Reflections on Japanese preschool and elementary education. New York: Cambridge University Press.
14. Linn, M.C. (1992). The computer as learning partner: Can computer tools teach science? In K. Sheingold, L.G. Roberts, & S.M. Malcom (Eds.), This year in school science 1991: Technology for teaching and learning (pp. 31-69). Washington, DC: American Association for the Advancement of Science.
15. Linn, M.C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126.
16. Linn, M., Bell, P., & Hsi, S. (in press). Using the Internet to enhance student understanding of science: The Knowledge Integration Environment. Interactive Learning Environments.
17. Linn, M.C., & Burbules, N.C. (1993). Construction of knowledge and group learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 91-119). Washington, DC: American Association for the Advancement of Science (AAAS).
18. Linn, M.C., & Clark, H.C. (1997). When are science projects learning opportunities? Research Matters. http://science.coe.uwf.edu\narst\research\projects.htm
19. Linn, M.C., & Eylon, B.-S. (1996). Lifelong science learning: A longitudinal case study. In Proceedings of Cognitive Science Society, 1996 (pp. 597-602). Mahwah, NJ: Lawrence Erlbaum Associates.
20. Linn, M.C., & Muilenburg, L. (1996). Creating lifelong science learners: What models form a firm foundation? Educational Researcher, 25(5), 18-24.
21. Linn, M.C., & Hsi, S. (in press.) Computers, teachers, peers: Science learning partners. Hillsdale, NJ: Lawrence Erlbaum Associates.
22. National Research Council. (1996). National science education standards. Washington, DC: National Research Council.
23. Novak, J.D. (1968). A case study of curriculum change - Science since PSSC. School Science and Mathematics, 374-384.
24. Office of Technology Assessment (1995). Teachers and technology: Making the connection. OTA-HER-616. Washington, D.C.: U.S. Government Printing Office.
25. Pea, R.D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge: Cambridge University Press.
26. Salomon, G. (1990). Studying the flute and orchestra: Controlled experimentation vs. whole classroom research on computers. International Journal of Educational Research, 14, 37-47.
27. Shear, L. (1998). When science learners are language learners: Designing linguistically aware instruction to teach science "the knew way." (Unpublished Master's Thesis). Berkeley, CA: University of California at Berkeley.
28. Slotta, J.D., & Linn, M.C. (in press). The knowledge integration environment: Helping students use the Internet effectively. In M.J. Jacobson & R. Kozma (Eds.), Learning the sciences of the 21st century. Hilldale, NJ: Lawrence Erlbaum & Associates.
29. Welch, W.W. (1979). Twenty years of science curriculum development: A look back. In D.C. Berliner (Ed.), Review of research in education (pp. 282-308). Washington, DC: American Educational Research Association.
30. Wineburg, S., & Grossman, P. (1998). Creating a community of learners among high school teachers. Phi Delta Kappan (79), 350-353.