CiNii Books - Software goes to school : teaching for understanding with new technologies

Declining test scores, burgeoning drop-out rates, poor showings in international comparisons-the malaise of public education seems to grow everyday. In this context, technology has emerged as one of the hopes of a renewed educational enterprise. Yet modern information-processing technologies have proved far from a panacea for the ills of education. Software Goes to School describes why that is the case in its consideration of three broad themes. The first part of the book addresses the question of what it means to understand. What constitutes understanding something? What are our principle resources in teaching for understanding? The second part of the book focuses front and centre on what technology can offer in teaching for understanding. Individual chapters examine how technologies afford new ways of representing complex concepts and make available new means by which students can manipulate abstract entities in a "hands-on" way. The last part of the book discusses the complexities of realistic educational settings, explores what happens when technology-based innovations are introduced, and examines the means by which a pedagogy of understanding can take root and thrive. Authored by an eminent group of researchers, this book offers numerous practical guidelines on how computers and software can work together for the betterment of the teaching process. Students and professionals in educational psychology, developmental psychology, and educational computing-as well as concerned parents-will want to read this stimulating new work.

Table of Contents

Contributors 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 Index

Volume: : pbk ISBN 9780195115772

Description

This work 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 in the understanding of difficult concepts. It is intended for students, researchers and professionals in educational psychology, developmental psychology, and software design.

Table of Contents

Contributors Introduction PART I: Understanding Understanding 1: Raymond S. Nickerson: Can Technology Help Teach for Understanding? 2: Marianne Wiser: Use 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 Structures 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 Index

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Software goes to school : teaching for understanding with new technologies

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