Free Delivery Over $100
|
|
|||
|
||||
OverviewAs American students confront the multiple challenges of standardized tests, international comparisons, and drop-out pressures, educators and policy makers are seeking bold new teaching approaches with increasing urgency. One such approach--the introduction of innovative computer technologies into the classroom--has met with enthusiasm among students and instructors alike. Software Goes to School brings together leading experts to offer an in-depth examination of how computer technology can play an invaluable part in educational efforts through its unique capacities to support the development of students' understanding of difficult concepts. Focusing on three broad themes--the nature of understanding, the potential of technology in the classroom, and the transformation of educational theory into practice--the contributors discuss a wealth of subjects central to any efforts that intend to improve our schools. Topics range from the difficulties students encounter when learning new ideas (especially in science and mathematics), to how the right software allows for hands-on manipulation of abstract concepts, to the social realities of the educational environment. Lively and engaging, the book is must reading for students, researchers, and professionals in educational psychology, developmental psychology, software design, and for others who hope to see new technologies have a positive impact on our schools. Full Product DetailsAuthor: David N. Perkins , Judah L. Schwartz (, both at Harvard Graduate School of Education) , Mary Maxwell West (, Centre for Testing, Boston College) , Martha Stone Wiske (, Harvard Graduate School of Education)Publisher: Oxford University Press Inc Imprint: Oxford University Press Inc Dimensions: Width: 16.20cm , Height: 2.60cm , Length: 24.30cm Weight: 0.567kg ISBN: 9780195089387ISBN 10: 0195089383 Pages: 304 Publication Date: 28 September 1995 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsContributors Introduction PART I: Understanding Understanding 1: Raymond S. Nickerson: Can Technology Help Teach for Understanding? 2: Marianne Wiser: Uses of History of Science to Understand and Remedy Students' Misconceptions about Heat and Temperature 3: Susan Carey and Carol Smith: On Understanding the Nature of Scientific Knowledge 4: Carlos E. Vasco: History of Mathematics as a Tool for Teaching Mathematics for Understanding 5: David N. Perkins et al.: Inside Understanding PART II: Using Technology to Make a Distinctive Contribution 6: Judah L. Schwartz: Shuttling Between the Particular and the General: Reflections of the Role of Conjecture and Hypothesis in the Generation of Knowledge in Science and Mathematics 7: Joseph Snir, Carol Smith, and Lorraine Grosslight: Conceptually Enhanced Simulations: A Computer Tool for Science Teaching 8: James J. Kaput: Creating Cybernetic and Psychological Ramps from the Concrete to the Abstract: Examples from Multiplicative Structure 9: E. Paul Goldenberg: Multiple Representations: A Vehicle for Understanding Understanding 10: Judah L. Schwartz: The Right Size Byte: Reflections of an Educational Software Designer PART III: Connecting Educational Research and Practice 11: Martha Stone Wiske: A Cultural Perspective on School-University Collaboration 12: Magdalene Lampert: Managing the Tensions in Connecting Students' Inquiry with Learning Mathematics in School 13: Joseph Snir and Carol Smith: Constructing Understanding in the Science Classroom: Integrating Laboratory Experiments, Student and Computer Models, and Class Discussion in Learning Scientific Concepts 14: Steven H. Schwartz and David N. Perkins: Teaching the Metacurriculum: A New Approach to Enhancing Subject-Matter Learning 15: Margaret Vickers and Jane Smalley: Integrating Computers into Classroom Teaching: Cross-National Perspectives IndexReviewsAuthor InformationDavid N. Perkins is Co-director of Project Zero, Associate of the Educational Technology Center, and Senior Research Associate, all at the Harvard Graduate School of Education. Judah L. Schwartz is Professor of Engineering Science and Education at the Massachusetts Institute of Technology, and Professor of Education and Co-director at the Educational Technology Center at Harvard. Martha Stone Wiske is Co-director of the Educational Technology Center, Senior Research Associate at Project Zero, and Lecturer at Harvard. Mary Maxwell West is Senior Research Associate in the Program Evaluation & Research Group at Lesley College. Tab Content 6Author Website:Countries AvailableAll regions |
||||
