Search results for author:"Kenneth E. Hay"
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Computers & Education Vol. 23, No. 4 (1994) pp. 301–17
Describes a study of high school students that investigated the use of MediaText, multimedia composition software, for student-developed multimedia documents. Research and theory of multimedia in education is reviewed, including student composition; ...
Legitimate Peripheral Participation, Instructionism, and Constructivism: Whose Situation Is It Anyway?
Educational Technology Vol. 33, No. 3 (1993) pp. 33–38
Discusses legitimate peripheral participation and the idea of apprenticeship, in educational settings as well as in broader communities of practice. Highlights include the historical and situational aspects of learning; the contrast with...
Constructivism in Practice: A Comparison and Contrast of Apprenticeship and Constructionist Learning Environments
Journal of the Learning Sciences Vol. 10, No. 3 (2001) pp. 281–322
Compares and contrasts two summer camps, Future Camp 97 based on assumptions consistent with constructionism, and Scientists Apprentice Camp 97 which is consistent with legitimate peripheral participation. Explores the nuances of learning...
The Virtual Solar System Project: Developing Conceptual Understanding of Astronomical Concepts through Building Three-Dimensional Computational Models
Journal of Science Education and Technology Vol. 11, No. 3 (2002) pp. 261–75
Describes the Virtual Solar System (VSS) course which is one of the first attempts to integrate three-dimensional (3-D) computer modeling as a central component of introductory undergraduate education. Assesses changes in student understanding of...
Journal of College Science Teaching Vol. 30, No. 5 (2001) pp. 300–4
Describes an introductory astronomy course designed for non-science majors. Uses the project-based learning approach and requires students to construct 3-D models for three astronomical phenomena. (YDS)
Cognition and Instruction Vol. 19, No. 1 (2001) pp. 47–94
Explored learning and instruction within a technology-rich, collaborative, participatory learning environment by tracking the emergence of shared understanding and products through student and teacher practices. Found that becoming knowledgeably...
TechTrends: Linking Research and Practice to Improve Learning Vol. 43, No. 2 (1998) pp. 15–23
Educators are adopting learner-centered instruction in which students, facilitated by technology, collaborate with peers and engage in problem solving and inquiry. This article discusses ways to use technology in authentic learner inquiry as an...
Journal of the Learning Sciences Vol. 10, No. 1 (2001) pp. 63–112
Advances a methodology for capturing and tracing the emergence, evolution, and diffusion of a practice, conceptual understanding, resource, or student-constructed artifact. Presents the Constructing Networks of Action-Relevant Episodes (CN-ARE)...
Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment
Sasha A. Barab; Kenneth E. Hay; Kurt Squire; Michael Barnett; Rae Schmidt; Kristen Karrigan; Lisa Yamagata-Lynch; Christine Johnson
Journal of Science Education and Technology Vol. 9, No. 1 (2000) pp. 7–25
Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can...