Search results for author:"James G. MaKinster"
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Science Teacher Vol. 81, No. 7 (October 2014) pp. 39–45
The introduction to the "Next Generation Science Standards" ("NGSS") calls for students to learn science within the context of practice because "practices alone are activities and content alone is memorization. It is through ...
Design and Implementation of an On-line Professional Development Community: A Project-Based Learning Approach in a Graduate Seminar
Electronic Journal of Science Education Vol. 5, No. 3 (2001)
Reports on the design and implementation of a project-based learning environment for a graduate seminar that immersed students in a real-world context. This seminar experience was organized around the design and creation of a real-world "tangible...
Journal of Science Education and Technology Vol. 11, No. 2 (2002) pp. 155–172
Examines searching patterns of students using the Web as science information resources. Attempts to provide detailed accounts of how students use the Web as a science resource and illuminate how the different levels of domain knowledge and expertise,...
The Impact of Three-Dimensional Computational Modeling on Student Understanding of Astronomy Concepts: A Qualitative Analysis. Research Report
International Journal of Science Education Vol. 26, No. 13 (Oct 29, 2004) pp. 1555–1575
In this study, we explore an alternate mode for teaching and learning the dynamic, three-dimensional (3D) relationships that are central to understanding astronomical concepts. To this end, we implemented an innovative undergraduate course in which...
American Biology Teacher Vol. 71, No. 7 (September 2009) pp. 412–416
As part of a curriculum development project entitled Crossing Boundaries, these authors designed an inquiry-based activity that introduces students to landscape change and potential impacts on associated biological communities. Using pairs of...
Designing and Building an On-line Community: The Struggle To Support Sociability in the Inquiry Learning Forum
Educational Technology Research and Development Vol. 49, No. 4 (2001) pp. 71–96
Describes the sociotechnical structures of the Inquiry Learning Forum (ILF), a Web-based professional development tool designed to support a community of inservice and preservice mathematics and science teachers creating, sharing, and improving...
Science Education Vol. 87, No. 4 (2003) pp. 468–89
Examines four teachers implementing a project-based curriculum (Air Quality module) on a web-based platform (ActiveInk Network) in four very different settings. Discusses each case across two themes by examining how the project-level question was...