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Direct linkMatuk, Camillia; Linn, Marcia C. – International Journal of Computer-Supported Collaborative Learning, 2018
Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals' prior…
Descriptors: Middle School Students, Grade 7, Inquiry, Science Instruction
Ryoo, Kihyun; Linn, Marcia C. – Journal of Research in Science Teaching, 2012
Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research investigates how dynamic visualizations, compared to static illustrations, can support middle school students in developing an integrated understanding of…
Descriptors: Educational Technology, Computer Uses in Education, Botany, Curriculum Design
Williams, Michelle; Linn, Marcia C.; Hollowell, Gail P. – Science Scope, 2008
The Technology-Enhanced Learning in Science (TELS) center, a National Science Foundation-funded Center for Learning and Teaching, offers research-tested science modules for students in grades 6-12 (Linn et al. 2006). These free, online modules engage students in scientific inquiry through collaborative activities that include online…
Descriptors: Urban Schools, Learning Activities, Educational Technology, Secondary School Science
