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Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Posted: Tuesday, February 14
Resource | The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Posted: Tuesday, February 14
Resource | The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Posted: Tuesday, February 14
Resource | The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.
Posted: Tuesday, February 14
Resource | DRK-12 Publications, Presentations, and Websites
View sortable Excel lists of your colleagues' upcoming presentations, recent publications and products, as well as project-related websites. This information was provided by DRK-12 awardees.
View sortable Excel lists of your colleagues' upcoming presentations, recent publications and products, as well as project-related websites. This information was provided by DRK-12 awardees.
Posted: Tuesday, February 14
Resource | Randomized Control Trials on the Dynamic Geometry Approach
Jiang, Z., White, A. & Rosenwasser, A. (2011). Randomized Control Trials on the Dynamic Geometry Approach. Journal of Mathematics Education at Teachers College, Vol. 2, No. 2. ABSTRACT: The project reported here is conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software to supplement ordinary instructional practices.…
Jiang, Z., White, A. & Rosenwasser, A. (2011). Randomized Control Trials on the Dynamic Geometry Approach. Journal of Mathematics Education at Teachers College, Vol. 2, No. 2. ABSTRACT: The project reported here is conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software to supplement ordinary instructional practices.…
Posted: Monday, February 13
Resource | Engaging Pre-service and Inservice Teachers in Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms
Courey, S. J., LePage, P., Siker, J. R., Blackorby, J. (2012). Engaging Preservice and Inservice Teachers In Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms. Society for Information Technology & Teacher Education International Conference, Austin, TX, March 5 (peer-reviewed presentation) ABSTRACT: In this paper we report on a team project that has as goals…
Courey, S. J., LePage, P., Siker, J. R., Blackorby, J. (2012). Engaging Preservice and Inservice Teachers In Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms. Society for Information Technology & Teacher Education International Conference, Austin, TX, March 5 (peer-reviewed presentation) ABSTRACT: In this paper we report on a team project that has as goals…
Posted: Monday, February 13
Resource | Preparing Middle School Mathematics Teachers: Rethinking Engagement and Learning
Courey, S.J., LePage, P., Siker, J.R., Roschelle, J., & Blackorby, J. (2010). Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast. ABSTRACT: In this theoretical research paper we describe a collaborative effort between researchers and university faculty to improve how teachers are prepared to teach middle school mathematics. Two…
Courey, S.J., LePage, P., Siker, J.R., Roschelle, J., & Blackorby, J. (2010). Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast. ABSTRACT: In this theoretical research paper we describe a collaborative effort between researchers and university faculty to improve how teachers are prepared to teach middle school mathematics. Two…
Posted: Monday, February 13
Resource | A View of Computer-Supported Collaborative Learning Research and its Lessons for Future-Generation Collaboration Systems
Stahl, G. (2012f). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Future Generation Computer Systems. ABSTRACT: This is a review of research on educational technology from a particular historical and theoretical perspective. It focuses on the research field of computer-supported collaborative learning (CSCL) and does so…
Stahl, G. (2012f). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Future Generation Computer Systems. ABSTRACT: This is a review of research on educational technology from a particular historical and theoretical perspective. It focuses on the research field of computer-supported collaborative learning (CSCL) and does so…
Posted: Monday, February 13