Promoting teachers' flexible use of the learning sciences through case-based problem solving on the WWW: A theoretical design approach

被引：0

作者：

Siegel, M ^{[1
]}

Derry, S ^{[1
]}

Kim, JB ^{[1
]}

Steinkuehler, C ^{[1
]}

Street, J ^{[1
]}

Canty, N ^{[1
]}

Fassnacht, C ^{[1
]}

Hewson, K ^{[1
]}

Hmelo, C ^{[1
]}

Spiro, R ^{[1
]}

机构：

[1] Univ Wisconsin, Natl Inst Sci Educ, STEP Project Grp, Madison, WI 53706 USA

来源：

PROCEEDINGS OF ICLS 2000 INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES | 2000年

关键词：

learning theory; professional development; computer-mediated communication; teacher learning;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The Secondary Teacher Education Project is involved in building scientific principles of web-based instructional design. The general question being addressed is how to most effectively support learning within complex web sites that contain many pages of conceptual material tied to real-world problems and/or cases. Cognitive Flexibility Theory provides useful principles for how to design such web sites. The goal of our site is to help middle school through college teachers acquire useful scientific knowledge about student learning and development-knowledge that can be applied flexibly to the design and management of productive classroom learning environments. In this paper, we describe our (a) theory-based approach to design and (b) site implementation and lessons learned from user testing.

引用

页码：273 / 279

页数：5