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Download full textLinn, Marcia C.; Chiu, Jennifer – Research & Practice in Assessment, 2011
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed--often during the…
Descriptors: Science Education, Lecture Method, Student Evaluation, Concept Mapping
Direct linkWilliams, 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
Zertuche, Amber; Gerard, Libby; Linn, Marcia C. – International Electronic Journal of Elementary Education, 2012
Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating…
Descriptors: Instructional Design, Learning Activities, Class Activities, Technology Uses in Education
Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C. – Journal of School Leadership, 2010
Active principal leadership can help sustain and scale science curriculum reform. This study illustrates how principal leadership developed in a professional learning community to support a technology-enhanced science curriculum reform funded by the National Science Foundation. Seven middle school and high school principals in one urban-fringe…
Descriptors: Principals, Instructional Leadership, Science Curriculum, Educational Change
Peer reviewedSonger, Nancy Butler; Linn, Marcia C. – Journal of Research in Science Teaching, 1991
Students' views of science as static, mixed, and dynamic are characterized. The relationship between views of science and acquisition of integrated understanding of thermodynamics is examined. Students with dynamic views acquired more integrated understanding than those with static views. Data were collected from 153 middle school students who…
Descriptors: Beliefs, Computer Assisted Instruction, Computer Simulation, Integrated Activities
Peer reviewedLinn, Marcia C.; Eylon, Bat-Sheva – Journal of Science Education and Technology, 2000
Contrasts spontaneous and reflective knowledge integration instruction delivered using a computer learning environment to enhance understanding of displaced volume. Distinguishes the impact of instruction on students who believed scientific phenomena are governed by principles (cohesive beliefs) versus students who believed that science is a…
Descriptors: Animation, Attitudes, Computer Software, Evaluation
