Overview
- Editors:
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Karen C. Cohen
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Educational Technology Center, Harvard University, Graduate School of Education, Cambridge, USA
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Table of contents (13 chapters)
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- Barrett N. Rock, Tommie R. Blackwell, Danielle Miller, Anne Hardison
Pages 17-30
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- Rick Bonney, André A. Dhondt
Pages 31-53
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- Ivar G. Babb, Peter M. Scheifele, Domenic Tedeschi
Pages 65-82
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- Daniel Barstow, Cheick Diarra
Pages 111-131
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- Russell G. Congalton, Mimi L. Becker
Pages 133-156
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- Alice B. Krueger, Patrick D. French, Thomas G. Carter
Pages 157-176
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- M. Patricia Morse, Nora H. Sabelli
Pages 177-188
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- Roy D. Pea, Louis M. Gomez, Daniel C. Edelson, Barry J. Fishman, Douglas N. Gordin, D. Kevin O’Neill
Pages 189-220
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Back Matter
Pages 241-260
About this book
Science teachers come in many varieties, but they share a common goal: to nurture learners. Over the past decade, we have learned a great deal about how to do this effectively. Of all this new (and some not so new) knowledge, what strikes me as most important is that learning occurs best within a context. Still, as obvious as that may seem, it is relatively rare in our high school science classrooms. The problem, of course, is that it is not easy to create a learning experience with hands-on relevance to the science under discussion. Science teachers, in addition to not having the the time, for the most part do not have the expertise or readily available resources. The solution lies in finding ways to bring scientists into the teaching/learning equation. Scientists teamed with teachers and their students represent a very real and rich opportunity to involve students in real science as practiced. Imagine a research book that gives examples of honest, science-research experiences for science-oriented students. What's more, imagine a book that includes examples where students are collaborating with scientists from all over the world on research projects, in person or via the Internet. Internet Linksfor Science Education does just that. It explores the role of the Internet and technol ogy in working student-scientist partnerships.
Reviews
`The broad spectrum of contributors and the innovative perspectives revealed in the case studies make this book an invaluable resource for teachers and an exemplary tool for students.'
John F. `Kip' Perkins III, Ten Acre Country Day School, Wellesley, MA.
Editors and Affiliations
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Educational Technology Center, Harvard University, Graduate School of Education, Cambridge, USA
Karen C. Cohen
