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Full Product Details

Author:   David N. Perkins ,  Judah L. Schwartz (, both at Harvard Graduate School of Education) ,  Mary Maxwell West (, Centre for Testing, Boston College) ,  Martha Stone Wiske (, Harvard Graduate School of Education)
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Edition:   New edition
Dimensions:   Width: 15.60cm , Height: 1.90cm , Length: 23.30cm
Weight:   0.423kg
ISBN:  

9780195115772

ISBN 10:   0195115775
Pages:   304
Publication Date:   01 May 1997
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

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

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Author Information

David N. Perkins is Co-director of Project Zero, Associate of the Educational Technology Center, and Senior Research Associate, all at the Harvard Graduate School of Education. Judah L. Schwartz is Professor of Engineering Science and Education at the Massachusetts Institute of Technology, and Professor of Education and Co-director at the Educational Technology Center at Harvard. Martha Stone Wiske is Co-director of the Educational Technology Center, Senior Research Associate at Project Zero, and Lecturer at Harvard. Mary Maxwell West is Senior Research Associate in the Program Evaluation & Research Group at Lesley College.

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