Advanced Educational Technologies for Mathematics and by Marcia C. Linn, Nancy Butler Songer, Eileen Lob Lewis, Judy

By Marcia C. Linn, Nancy Butler Songer, Eileen Lob Lewis, Judy Stern (auth.), David L. Ferguson (eds.)

This ebook is the outgrowth of a NATO complex study Workshop, held in Milton Keynes (United country) in the summertime of 1990. The workshop introduced jointly approximately 30 international leaders within the use of complicated applied sciences within the instructing of arithmetic and technological know-how. lots of those individuals commented that the workshop was once one of many extra efficient and fascinating workshops they had attended. It was once no longer unusual to determine members engaged in casual dialogue a long way into the evenings and early mornings, lengthy after formal periods had ended. it really is my wish that this e-book captures the substance and pleasure of a few of the rules that have been offered on the workshop. certainly, the method wherein this booklet has occur has given each chance for the easiest considering to get mirrored right here. individuals wrote papers sooner than the workshop. After the workshop, individuals revised the papers once or more. In a couple of situations, 3 models of papers have been written. a few members couldn't face up to the urge to include descriptions of a few of the more moderen advancements of their initiatives. The papers during this booklet reveal how expertise is impacting our view of what might be taught, what might be taught, and the way we must always move approximately instructing within the a number of disciplines. As such, they give nice perception into the relevant problems with instructing and studying in a variety of disciplines and throughout many grade degrees (ranging from ordinary tuition via undergraduate collage education).

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Starting in version 8, students could use simulation software to set up, carry out, and summarize experiments. Example simulations for the insulation/conduction concept include keeping drinks cold for their lunch and keeping potatoes warm (as illustrated in Figure 4). Both of these interventions were successful in that significantly more students achieved abstract understanding of the dis ti nc ti on between heat energy and temperature on the posttest (see Figure 6). Examination of student responses indicated that students had a richer base of examples and could apply their understanding more widely than had been the case previously.

F :;:;:;:;:; ":':1';';':·' ••• . • . • . •..... sign £JtI"'rlm''''1 . :":. :..... :::~~ • Ivn, etltlil4r ,oody togo on d1~aI .. 87 "C n xed ml ... L'.. i ..... , - .. In which 1heu 8rt!! wrapped 100, _ I ere placed ~er lurround Summary Card with Principles rl ~ ~ SUMMARY onlu in materIal HOT POTATOE 2 w (J1 36 software prototypic situation, referring as well to the principle they had just constructed. Both the principles and the prototype explanations became a part of the experiment summary card, which was also introduced in version 9 of the curriculum.

What's happening to that piece of metal as you hold it? It's warming up. Student: Interviewer: So what do you think is going on? Student: It's getting heat energy from my body. Interviewer: Does that make sense? Student: Yes. Interviewer: What's happening when you touch a piece of wood? Student: It's warming up but not nearly as fast. In the same interview the student expresses confusion about insulation and conduction, commenting that if a warm object is covered with paper it would feel warm, then saying that actually it would feel room temperature and finally saying foil would be a better conductor than paper.

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