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Using Internet Based Data Visualization Tools to Facilitate Inquiry Teaching
PROCEEDINGS

, University of North Carolina Wilmington, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: Contrary to common misconception, effective use of the Internet in K-12 science education has little or nothing to do with surfing the web. The most productive and effective science education applications of the Internet rest with the ability of the user to access and interact with powerful data bases in innovative and engaging new ways (Munson & Huber, 2003, Huber , 2002, Moore & Huber, 2001; Huber, 2000; Watson, 1999; Huber & Harriett, 1998). This became clear while working with teachers in the Students as Scientists Program (Huber & Comeaux, 2001). Teachers valued using Excel to compare their students' results with the results other students were getting across the state. However, they wanted a way to more easily examine and compare data scientists were collecting with the data their students were collecting. They also wanted a way to facilitate student inquiry using local/regional environmental data.

Citation

Huber, R. (2005). Using Internet Based Data Visualization Tools to Facilitate Inquiry Teaching. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 765-768). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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