Designing a technology-enhanced learning environment to support scientific modeling

Turkish Online Journal of Educational Technology

Volumn 9, Issue 4, 2010, Pages 58-65

  Wu, Hsin Kai ^a   Hsu, Ying Shao ^a   Hwang, Fu Kwun ^b  

^a NATIONAL TAIWAN NORMAL UNIVERSITY   (Taiwan)

^b NATIONAL TAIWAN NORMAL UNIVERSITY   (Taiwan)

Author keywords

Modeling; Scaffoldings; Technology enhanced learning

Indexed keywords

EID: 78649417861     PISSN: None     EISSN: 13036521     Source Type: Journal    
DOI: None     Document Type: Article

References (16)

1. de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
2. Fretz, E. B., Wu, H.-K., Zhang, B., Krajcik, J. S., Davis, E. A., & Soloway, E. (2002). An investigation of software scaffolds supporting modeling practices. Research in Science Education, 32(4), 567-589.
3. Gilbert, S. W. (1991). Model building and a definition of science. Journal of Research in Science Teaching, 28(1), 73-79.
4. Gobert, J. D., & Buckley, B. C. (2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education, 22(9), 891-894.
5. Harrison, A. G., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
6. Hogan, K., & Thomas, D. (2001). Cognitive comparisons of students' systems modeling in ecology. Journal of Science Education and Technology, 10(4), 319-345.
7. National Research Council (1996). National Science Education Standards. Washington, DC: National Academies Press.
8. Palincsar, A. M., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
9. Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12.
10. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E. B., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13(3), 337-386.
11. Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 49(7), 26-33.
12. Sins, P. H. M., Savelsbergh, E. R., & Van Joolingen, W. R. (2005). The difficult process of scientific modelling: An analysis of novices' reasoning during computer-based modelling. International Journal of Science Education, 27(14), 1695-1721.
13. Suthers, D. D., & Hundhausen, C. D. (2003). An experimental study of the effects of representational guidance on collaborative learning processes. Journal of the Learning Sciences, 12(2), 183-218.
14. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
15. Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
16. Wu, H.-K. (2010). Modeling a complex system: Using novice-expert analysis for developing an effective technology-enhanced learning environment. International Journal of Science Education, 32(2), 195-219.