Software Goes to School

Contributors Introduction PART I: Understanding Understanding 1: Raymond S. Nickerson: Can Technology Help Teach for Understanding? 2: Marianne Wiser: Use of History of Science to Understand and Remedy Students' Misconceptions about Heat and Temperature 3: Susan Carey and Carol Smith: On Understanding the Nature of Scientific Knowledge 4: Carlos E. Vasco: History of Mathematics as a Tool for Teaching Mathematics for Understanding 5: David N. Perkins et al.: Inside Understanding PART II: Using Technology to Make a Distinctive Contribution 6: Judah L. Schwartz: Shuttling Between the Particular and the General: Reflections of the Role of Conjecture and Hypothesis in the Generation of Knowledge in Science and Mathematics 7: Joseph Snir, Carol Smith, and Lorraine Grosslight: Conceptually Enhanced Simulations: A Computer Tool for Science Teaching 8: James J. Kaput: Creating Cybernetic and Psychological Ramps from the Concrete to the Abstract: Examples from Multiplicative Structures 9: E. Paul Goldenberg: Multiple Representations: A Vehicle for Understanding Understanding 10: Judah L. Schwartz: The Right Size Byte: Reflections of an Educational Software Designer PART III: Connecting Educational Research and Practice 11: Martha Stone Wiske: A Cultural Perspective on School-University Collaboration 12: Magdalene Lampert: Managing the Tensions in Connecting Students' Inquiry with Learning Mathematics in School 13: Joseph Snir and Carol Smith: Constructing Understanding in the Science Classroom: Integrating Laboratory Experiments, Student and Computer Models, and Class Discussion in Learning Scientific Concepts 14: Steven H. Schwartz and David N. Perkins: Teaching the Metacurriculum: A New Approach to Enhancing Subject-Matter Learning 15: Margaret Vickers and Jane Smalley: Integrating Computers into Classroom Teaching: Cross-National Perspectives Index