By Marcia C. Linn, Nancy Butler Songer, Eileen Lob Lewis, Judy Stern (auth.), David L. Ferguson (eds.)

ISBN-10: 3642081525

ISBN-13: 9783642081521

ISBN-10: 3662029383

ISBN-13: 9783662029381

This ebook is the outgrowth of a NATO complicated study Workshop, held in Milton Keynes (United state) in the summertime of 1990. The workshop introduced jointly approximately 30 global leaders within the use of complicated applied sciences within the instructing of arithmetic and technological know-how. a lot of those members commented that the workshop used to be one of many extra effective and interesting workshops they had attended. It used to be now not unusual to determine individuals engaged in casual dialogue a long way into the evenings and early mornings, lengthy after formal periods had ended. it really is my desire that this booklet captures the substance and pleasure of a few of the principles that have been awarded on the workshop. certainly, the method through which this ebook has take place has given each chance for the easiest considering to get mirrored the following. contributors wrote papers sooner than the workshop. After the workshop, members revised the papers once or more. In a number of situations, 3 models of papers have been written. a few contributors couldn't withstand the urge to include descriptions of a few of the more moderen advancements of their initiatives. The papers during this e-book display how know-how is impacting our view of what might be taught, what may be taught, and the way we should always pass approximately instructing within the a variety of disciplines. As such, they provide nice perception into the relevant problems with instructing and studying in quite a lot of disciplines and throughout many grade degrees (ranging from hassle-free college via undergraduate university education).

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**Extra resources for Advanced Educational Technologies for Mathematics and Science**

**Example text**

As time goes on they integrate results from a series of experiments. , 1990). We hypothesize that students develop more robust intuitive conceptions by combining action knowledge or by integrating isolated intuitive ideas. However, we found that often students limited their construction to the experimental situations featured in the laboratory experiments. , in press; Songer, 1989). Songer reports that only 17% of students who had studied the curriculum could spontaneously apply their understanding to naturally occurring problems.

However, their intuitions are quite narrow and seem likely to be superseded by more specific action knowledge in most specific situations. Typically this is the case in that these same students report action knowledge in response to concrete questions. Whether students report action knowledge or intuitive conceptions in response to concrete questions varies depending on the particular question. 2 % report intuitive conceptions. 0 % report intuitive conceptions. In response to the concrete questions, students frequently report different forms of action knowledge.

Songer reports that only 17% of students who had studied the curriculum could spontaneously apply their understanding to naturally occurring problems. She designed a short intervention that encouraged students to integrate observations from the natural world with the experimental results gathered in science class. Even with training, only one third of the students could integrate everyday and classroom experiences. Furthermore, one third of the trained students never applied school experiences to natural world experiments.

### Advanced Educational Technologies for Mathematics and Science by Marcia C. Linn, Nancy Butler Songer, Eileen Lob Lewis, Judy Stern (auth.), David L. Ferguson (eds.)

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