As American students confront the multiple challenges of standardized tests, international comparisons, and drop-out pressures, educators and policy makers are seeking bold new teaching approaches with increasing urgency. One such approach--the introduction of innovative computer technologies into the classroom--has met with enthusiasm among students and instructors alike.
Software Goes to School brings together leading experts to offer an in-depth examination of how computer technology can play an invaluable part in educational efforts through its unique capacities to support the development of students' understanding of difficult concepts. Focusing on three broad themes--the nature of understanding, the potential of technology in the classroom, and the transformation of educational theory into practice--the contributors discuss a wealth of subjects central to any efforts that intend to improve our schools. Topics range from the difficulties students encounter when learning new ideas (especially in science and mathematics), to how the right software allows for hands-on manipulation of abstract concepts, to the social realities of the educational environment.
Lively and engaging, the book is must reading for students, researchers, and professionals in educational psychology, developmental psychology, software design, and for others who hope to see new technologies have a positive impact on our schools.
PART I: Understanding Understanding
1: Raymond S. Nickerson: Can Technology Help Teach for Understanding?
2: Marianne Wiser: Uses 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 Structure
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
Number Of Pages: 304
Published: 12th January 1995
Publisher: Oxford University Press Inc
Country of Publication: US
Dimensions (cm): 24.2 x 16.3
Weight (kg): 0.55