Overview

Education has traditionally studied the world by bringing it into the classroom. This can result in situated learning that appears to students to have no relevance outside the classroom. Students acquire inert, decontextualized knowledge that they cannot apply to real problems. The obvious solution to this shortcoming is to reverse the situation and bring the classroom to the phenomena: to learn in a rich, real-world context. The problem with the real world is that it is complex and filled with interactions that are hard to sort out. This text argues that the right tools might help students with this sorting process and result in learning in rich contexts. It provides an account of a series of experiments designed to explore the validity of this insight.

Full Product Details

Author:   Robert Tinker ,  Joseph Krajcik
Publisher:   Springer Science+Business Media
Imprint:   Kluwer Academic/Plenum Publishers
Edition:   Softcover reprint of the original 1st ed. 2001
Volume:   13
Dimensions:   Width: 15.20cm , Height: 1.50cm , Length: 22.90cm
Weight:   0.690kg
ISBN:  

9780306466434

ISBN 10:   0306466430
Pages:   198
Publication Date:   30 November 2001
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of print, replaced by POD  
We will order this item for you from a manufatured on demand supplier.

Table of Contents

Preface. Introduction. 1. Supporting Science Learning in Context: Project-Based Learning. 2. Incorporating Portable Technology to Enhance an Inquiry, Project-Based Middle School Science Classroom. 3. Case Study at Mount Baker High School. 4. Curriculum Design Principles for Using Probeware in a Project-Based Learning Setting: Learning Science in Context. 5. Learning Science in a Project-Based Environment. 6. Educational Innovations in Portable Technologies. Conclusion. Appendices.

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