Internet Environments for Science Education

By Marcia C. Linn, E. Davis, Philippa Bell. 2004

545 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/006cb76dfa204618d154c21d94cf126717621162

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Interactive Multimodal Learning Environments (2007, background): “…computer-based games and simulations intended to help people learn scientific material (Gredler 2004; Jacobsen and Kozma 2000; Lajoie 2000; Linn et al. 2004; Rieber 2005), but there is a need for such development efforts to be consistent with research-based principles of multimedia design…”
Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2008, background): “Rich application problems that situate the scientific ideas and skills Science Education DOI 10.1002/sce can build connections between students’ scientific knowledge and their understanding of everyday experiences (Linn et al., 2004).”
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence (2008, background): “…on how learners grapple with multiple and conflicting ideas about scientific phenomena, how they develop new ideas, and how they sort out connections between new and existing ideas to reach more normative and coherent understanding (see Linn, 1995, 1996; Linn et al., 2004; Linn & Hsi, 2000).”
Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, background): “Examples of such collaborative inquiry learning environments are Co-Lab (Van Joolingen et al. 2005) or WISE (Linn et al. 2004).”
Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring (2006, background): “This conceptual ecology perspective is especially relevant to perspectives that view a student’s knowledge as a repertoire of independent elements (Clark, 2000, 2003; diSessa, 1988, 1993; Hunt & Minstrell, 1994; Linn et al., 2004).”
Can generating representations enhance learning with dynamic visualizations (2011, methodology): “…the development of links among related scientific ideas, phenomena, and levels of representations, we use the knowledge integration framework to guide the design of the curriculum, assessment, and instructional comparison (Linn & Eylon, 2006; Linn et al., 2004; Varma, Husic, & Linn, 2008).”