Technology and science education: Starting points,research programs,and trends     

Marcia Linn 《International Journal of Science Education》2013,35(6):727-758

Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences.  相似文献   

The Multi-Sensory-Motor Method of Teaching Reading     

John R. Linn  Thomas J. Ryan 《Journal of Experimental Education》2013,81(4):57-59

Despite repeated warnings against its usage, researchers and textbook authors continue to employ the phrase “level of confidence” as a synonym for the phrase “level of significance.” Three possible sources of this incorrect usage are noted: (a) imitation; (b) the related but different concepts of fiducial inference and confidence interval estimation; and (c) the myriad of terms associated with confidence. It is recommended that the magnitude of level of confidence be restricted to that of the complement of the level of significance and also that the term level of confidence should be used only in connection with interval estimation.  相似文献   

Scaffolding learning from molecular visualizations     

Hsin‐Yi Chang  Marcia C. Linn 《科学教学研究杂志》2013,50(7):858-886

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Targeted Support for Using Technology-Enhanced Science Inquiry Modules   总被引：1，自引：1，他引：0  

Keisha Varma  Freda Husic  Marcia C. Linn 《Journal of Science Education and Technology》2008,17(4):341-356

Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers’ perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.  相似文献   

Alternative textualities: media culture and the proto‐queer     

Robert Linné 《International journal of qualitative studies in education》2013,26(5):669-689

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A Tribute to Barbara White: Scholar,Mentor, Colleague,and Friend     

Marcia C. Linn 《学习科学杂志》2015,24(1):196-200

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Lessons from Praxis     

Robert L. Linn 《Assessment in Education: Principles, Policy & Practice》1997,4(2):315-318

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Two Weak Spots in the Practice of Criterion-referenced Measurement     

Robert L. Linn 《Educational Measurement》1982,1(1):12-13

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B.F. Schaetti, S.J. Ramsey and G.C. Watanabe, Making a World of Difference. Personal Leadership: A Methodology of Two Principles and Six Practices , Flying Kite Publications, Seattle, Washington (2008).     

Adair Linn Nagata   《Int J Intercult Relat》2011,35(2):268-270

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Performance-Based Assessment: Implications of Task Specificity     

Robert L. Linn  Elizabeth Burton 《Educational Measurement》1994,13(1):5-8

How generalizable are the scores from performance-based assessments? How can we best increase the gener-alizability of results? What level of generalizability is needed for different testing purposes?  相似文献