Search results for author:"James D. Slotta"
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Journal of the Learning Sciences Vol. 20, No. 1 (2011) pp. 151–162
This article responds to an article by A. Gupta, D. Hammer, and E. F. Redish (2010) that asserts that M. T. H. Chi's (1992, 2005) hypothesis of an "ontological commitment" in conceptual development is fundamentally flawed. In this article, I argue...
WebNet World Conference on the WWW and Internet 1999 (1999) p. 1736
We will present an ambitious extension of the WISE Project in which we adapt the WISE technology and curriculum for use in school systems around the world. Educators from several nations have expressed an interest in having their students,...
Technology, Pedagogy and Education Vol. 23, No. 1 (2014) pp. 57–80
This article presents the design of an immersive simulation and inquiry activity for technology-enhanced classrooms. Using a co-design method, researchers worked with a high school biology teacher to create a rainforest simulation, distributed...
Supporting Communities of Learners in the Elementary Classroom: The Common Knowledge Learning Environment
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 4 (2018) pp. 533–561
We report on a multi-year design study of a technology environment called Common Knowledge (CK), designed to support learning communities in K-12 classrooms. Students represent their ideas in the form of notes, add their ideas to a collective...
EdMedia: World Conference on Educational Media and Technology 1999 (1999) pp. 1832–1833
As increasing numbers of classrooms throughout the United States and the world become Internet-ready, educational content providers must be aware of the particular technological issues faced in these classrooms. In many cases, the result of recent ...
Cognition and Instruction Vol. 24, No. 2 (2006) pp. 261–289
Chi (2005) proposed that students experience difficulty in learning about physics concepts such as light, heat, or electric current because they attribute to these concepts an inappropriate ontological status of material substances rather than the...
Educational Leadership Vol. 58, No. 2 (2000) pp. 29–32
Groups of teachers and schools can bridge the theory-practice gap by using the Web-based Integrated Science Environment (WISE) project library. The WISE learning environment promotes lifelong learning along with language and technology literacy by...
Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 708–721
We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary...
Design of Web-based Learning Environments: Integrating curriculum, technology, and professional development approaches
EdMedia: World Conference on Educational Media and Technology 1999 (1999) pp. 1860–1863
An increasing number of learning environments are successfully engaging students in authentic inquiry while also promoting meaningful learning about central concepts in a discipline. These efforts are characterized by some common characteristics: ...
Organizing Principals for Science Education Partnerships: Case Studies of Students' Learning about "Rats in Space" and "Deformed Frogs."
Educational Technology Research and Development Vol. 47, No. 2 (1999) pp. 61–84
Describes how science education partnerships composed of educational researchers, technologists, classroom teachers, natural scientists, and pedagogy experts can create effective instructional innovations using Internet technologies. Illustrates how ...
Science Education Vol. 87, No. 4 (2003) pp. 517–38
Examines the implementation of Web-based Inquiry Science Environment (WISE), which can incorporate modeling tools and hand-held devices. Describes WISE design team practices, features of the WISE learning environment, and patterns of feature use in...