Innovations in science and mathematics education advanced designs for technologies of learning

The uses of technology in education have kindled great interest in recent years. Currently, considerable resources are being expended to connect schools to the Internet, to purchase powerful (and increasingly affordable) computers, and on other implementations of educational technologies. However, the mere availability of powerful, globally-connected computers is not sufficient to insure that students will learn--particularly in subjects that pose considerable conceptual difficulties, such as in science and mathematics. The true challenge is not just to put the newest technologies in our schools, but to identify advanced ways to design and use these new technologies to advance learning. This book offers a "snapshot" of current work that is attempting to address this challenge. It provides valuable and timely information to science and mathematics educators, educational and cognitive researchers, instructional technologists and educational software developers, educational policymakers, and to scholars and students in these fields.

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This volume focuses on the impact of technology in the teaching and learning of science. Chapters are well organized, making the book easy to follow. Even though they vary in focus, all chapters emphasize how technology enhances the cognitive and social processes of human learning. Each article is connected to a learning theory such as constructivism, and emphasizes how technology can promote active learning and student thinking. The authors describe software applications (4M:Chem, MathWorlds, Model-It, Hypermedia, GenScope, CaMile, ThinkerTools, ScienceSpace) and Internet resources (MicroObservatory and Globe). The animation, audio, video, and graphing capabilities of these computer applications are described as superior to some traditional laboratory exercises in terms of providing students with strong visual and mental models of science concepts. Research data presented by the authors demonstrate that students who used technology not only had improved attitude toward science but also had improved understanding of the subject matter. Despite these powerful messages, the title of the book is slightly misleading, especially because only one out of 12 articles focuses on mathematics. Nevertheless, it is a good resource for graduate students, faculty, and university libraries. H. P. Koirala; Eastern Connecticut State University

Contributors	p. vii
Preface	p. xiii
1 Introduction: New Perspectives on Designing the Technologies of Learning	p. 1
2 The Use of Multiple Representations and the Social Construction of Understanding in Chemistry	p. 11
3 Simcalc: Accelerating Students' Engagement with the Mathematics of Change	p. 47
4 Model-It: a Design Retrospective	p. 77
5 The Knowledge Mediator Framework: toward the Design of Hypermedia Tools for Learning	p. 117
6 Computer-Based Manipulatives for Teaching Scientific Reasoning: an Example	p. 163
7 The Knowledge Integration Environment: Helping Students Use the Internet Effectively	p. 193
8 Computer-Supported Collaborative Learning in Engineering: the Challenge of Scaling-Up Assessment	p. 227
9 Astronomical Experiences Using Internet-Accessible Remote Instrumentation	p. 259
10 Technology Supports for Student Participation in Science Investigations	p. 287
11 Technological Tools and Instructional Approaches for Making Scientific Inquiry Accessible to All	p. 321
12 The Design of Immersive Virtual Learning Environments: Fostering Deep Understandings of Complex Scientific Knowledge	p. 361
Author Index	p. 415
Subject Index	p. 423

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