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Technological Support for Teachers Transitioning to Project-Based Science Practices

Item

Title
Technological Support for Teachers Transitioning to Project-Based Science Practices
Abstract/Description
Our work addresses two comprehensive problems of changing learning and teaching in schools. We have been working in upper elementary, middle and high school classrooms (a) to define a promising educational innovation, project-based science (PBS), where learners engage in long-term, multidisciplinary investigations that answer important intellectual questions through collaboration over extended time (Blumenfeld et aI., 1991; Krajcik, Blumenfeld, Marx, & Soloway, 1994; Simon & Schiffer, 1991); and (b) to examine the processes by which teachers come to understand this innovation and the challenges and dilemmas they face in enacting it in their classrooms (Blumenfeld, Krajcik, Marx, & Soloway, 1994; Krajcik et al., 1994; Marx et al., 1994). Based on these experiences and the literature on teacher development, we designed a process (called CEER) for working with teachers that emphasizes cycles of collaboration, enactment, and reflection (Blumenfeld et al., 1994; Krajcik et aI., 1994)and developed materials, including videotapes with accompanying commentary and case studies written by teachers and researchers (Ladewski, Krajcik, & Harvey, 1994; Scott, 1994). Finally, we developed a suite of computational tools, the Project-Support Environment (PSE), that serves as a teacher's workbench, housing a range of integrated teacher tools that provides opportunities for teachers to plan projects, learn features of PBS, develop new visions of, and strategies for, classroom practices through studying multimedia cases, reflect in a personal electronic journal, and collaborate with others through telecommunications.
Author/creator
Soloway, Elliot
Krajcik, Joseph S.
Blumenfeld, Phyllis C.
Marx, Ronald
Date
1996
In publication
CSCL: Theory and Practice of an Emerging Paradigm
Editor
Koschmann, Timothy
Publisher
Routledge
Resource type
en Research/Scholarly Media
Medium
en Print
Background/context type
en Conceptual
Open access/free-text available
en Yes
Peer reviewed
en No
ISBN
978-0-203-05274-7
URL
Full Text Shared by Author (University of Michigan)
Citation
Soloway, E., Krajcik, J. S., Blumenfeld, P., & Marx, R. (1996). Technological Support for Teachers Transitioning to Project-Based Science Practices. In T. Koschmann (Ed.), CSCL: Theory and Practice of an Emerging Paradigm. Routledge.
Cited in
Equitable Learning
Resource status/form
en Published Text
Scholarship genre
en Theoretical
Item sets
Open Access Resource (IRE)
Handbook Chapter 3 Citations

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