Distinguishing evolution ideas through two different forms of collaborative critique-focused concept mapping activities

Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.

Volumn 2, Issue , 2011, Pages 956-957

  Schwendimann, Beat A ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CONCEPT MAPPING; CONCEPT MAPS; TREATMENT GROUP; UNOBSERVABLE;

BIOLOGY;

EID: 84858381344     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (5)

1. biologyinmotion.com. (2009). Evolutionlab.
2. Linn, M. C., Davis, E. A., & Eylon, B.-S. (2004). The scaffolded knowledge integration framework for instruction. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education. (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Linn, M. C., Lee, H.-S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration in science. Science, 313(5790), 1049-1050. (Pubitemid 44300215)
4. Schwendimann, B. (2007). Integrating interactive genetics visualizations into high school biology. Annual meeting of american educational research association (AERA).
5. Schwendimann, B. (2008). Scaffolding an interactive dynamic model to promote coherent connections in high school biology. Annual meeting of the american education research association (AERA). New York, NY.