Internet Environments for Science Education

Marcia C. Linn (University of California, Berkeley), Elizabeth A. Davis (University of Michigan) and Philip Bell (University of Washington)

Contents: D. Kirkpatrick, Foreword. M.C. Linn, E.A. Davis, P. Bell, Introduction. Part I: Starting Points.M.C. Linn, E.A. Davis, P. Bell, Inquiry and Technology. M.C. Linn, B-S. Eylon, E.A. Davis, The Knowledge Integration Perspective on Learning. M.C. Linn, E.A. Davis, B-S. Eylon, The Scaffolded Knowledge Integration Framework for Instruction. P. Bell, C.M. Hoadley, M.C. Linn, Designed-Based Research in Education. Part II: Curriculum Design Patterns for Knowledge Integration.E.A. Davis, Creating Critique Projects. P. Bell, Promoting Students' Argument Construction and Collaborative Debate in the Science Classroom. C.M. Hoadley, Fostering Productive Collaboration Offline and Online: Learning From Each Other. D. Clark, Hands-on Investigation in Internet Environments: Teaching Thermal Equilibrium. Part III: New Partnerships.J.D. Slotta, The Web-Based Inquiry Science Environment (WISE): Scaffolding Knowledge Integration in the Science Classroom. P. Bell, The Educational Opportunities of Contemporary Controversies in Science. E. Baumgartner, Synergy Research and Knowledge Integration: Customizing Activities Around Stream Ecology. L. Shear, P. Bell, M.C. Linn, Partnership Models: The Case of the Deformed Frogs. Part IV: Next Steps.M.C. Linn, P. Bell, E.A. Davis, Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework. M.C. Linn, E.A. Davis, P. Bell, B-S. Eylon, Closing Thoughts: Internet Environments for Science Education.