Search results for author:"Minchi C. Kim"
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Scaffolding 6th Graders' Problem Solving in Technology-Enhanced Science Classrooms: A Qualitative Case Study
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 3 (May 2011) pp. 255–282
In response to the calls to improve and deepen scientific understanding and literacy, considerable effort has been invested in developing sustainable technology-enhanced learning environments to improve science inquiry. Research has provided...
Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice
Computers & Education Vol. 56, No. 2 (February 2011) pp. 403–417
With the expanding availability and capability of varied technologies, classroom-based problem solving has become an increasingly attainable, yet still elusive, goal. Evidence of technology-enhanced problem-solving teaching and learning in schools...
Reconciling Research, Theory, and Practice in Web-Based Teaching and Learning: The Case for Grounded Design
Journal of Computing in Higher Education Vol. 15, No. 2 (March 2004) pp. 3–20
Web-based teaching and learning cannot be easily characterized. In Web-based teaching and learning, technology features are combined in a theoretically unlimited number of ways to support a multitude of requirements and preferences. We need to...
Technology-Enhanced Inquiry Tools in Science Education: An Emerging Pedagogical Framework for Classroom Practice
Science Education Vol. 91, No. 6 (November 2007) pp. 1010–1030
Researchers and practitioners have attempted to identify technologies that support students' scientific understanding, activities and support practices that facilitate students' inquiry processes, and methods to sustain technology-enhanced...