Search results for author:"Minchi Kim"
Total records matched: 9 Search took: 0.068 secs
World Conference on Educational Media and Technology 2003 (2003) pp. 1447–1453
This paper critically advances web-enhanced scientific inquiry as a pivotal perspective in classroom learning. In contrast with traditional inquiry approaches that emphasize ritualized, procedural approaches to science, scientific inquiry provides a ...
Quarterly Review of Distance Education Vol. 5, No. 1 (2004) pp. 1–10
The proliferation of online courses underscores the need to re-examine the foundations upon which courses are grounded. In particular, an emerging perspective in science education requires designers to account for scientific inquiry in student...
Evaluating a Web-based Professional Development System: Learning to Teach in Technology Studio (LTTS)
World Conference on Educational Media and Technology 2003 (2003) pp. 1301–1308
This presentation will include results of evaluation of a Web-based professional system, "Learning to Teach with Technology Studio (LTTS)." The evaluation was conducted to examine the effectiveness and impact of the LTTS learning environment with...
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...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2329–2334
Although there has been a tremendous growth in access to computers and the World Wide Web, critical questions regarding how to select and use computers in grounded ways remain unanswered. This paper focuses on the teacher's roles in technology...
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...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2325–2328
Promoting students' problem solving and critical thinking skills has been a challenge for educators. Research suggests that students rarely construct deep understanding in any domain. It is particularly difficult to foster middle school students'...
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...