Home. Learn to code. SimBio Virtual Biology Labs and Interactive, Inquiry-driven Teaching Tools. SimScientists. GlassLab Games. - Learning Games Network. Games Learning Society. Lifelong Kindergarten. Molecular Workbench. PhET: Free online physics, chemistry, biology, earth science and math simulations. Welcome to Whyville! ThinkerTools Research Group Home. Geniverse. Research Overview Geniverse research is being led by our research partner, BSCS, with assistance from our evaluator partner, TERC.
Our research study is examining how the Geniverse materials affect students’ genetics content knowledge and abilities to engage in scientific argumentation. In addition to pre- and post-tests for content knowledge, we will measure both student motivation and the degree of fidelity of implementation of Geniverse. Student demographic variables (race/ethnicity and gender) are being collected to examine if the Geniverse materials provide equitable opportunities for students to learn. We are also examining the affects of a range of teacher characteristics (years using Geniverse, familiarity with instructional technologies, genetics background and experience with scientific argumentation pedagogies) on student outcomes. The research study began in the fall of 2012 with 48 teachers. Student Outcome Measures Student Content Knowledge Motivation Argumentation. Designing Learning Environments for Developing Understanding of Geometry and Space, 1998.
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Research-Based. WIDE World professional development programs are based on Teaching for Understanding, a classroom-tested framework developed through research at the Harvard Graduate School of Education. Online. Teaching for Understanding: What is Teaching for Understanding? Iris Tabak and Brian Reiser: Scaffolding - ISLS NAPLES Network - LMU Munich. Lifelong Kindergarten. Research on Scratch - Imagine, Program, Share. Research on Scratch is being conducted by members of the Scratch Team at the MIT Media Lab and researchers at other universities, including Yasmin Kafai at the University of Pennsylvania Graduate School of Education, Karen Brennan at the Harvard Graduate School of Education, Benjamin Mako Hill at University of Washington, Mimi Ito at the University of California, Irvine, and Deborah Fields at Utah State University.
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By Seymour Papert and Idit Harel The following essay is the first chapter in Seymour Papert and Idit Harel's book Constructionism (Ablex Publishing Corporation, 1991).
It is easy enough to formulate simple catchy versions of the idea of constructionism; for example, thinking of it as "learning-by-making. " One purpose of this introductory chapter is to orient the reader toward using the diversity in the volume to elaborate--to construct--a sense of constructionism much richer and more multifaceted, and very much deeper in its implications, than could be conveyed by any such formula. My little play on the words construct and constructionism already hints at two of these multiple facets--one seemingly "serious" and one seemingly "playful. " The serious facet will be familiar to psychologists as a tenet of the kindred, but less specific, family of psychological theories that call themselves contructivist.
They are not the only ones who are so predisposed. Footnotes. Learning.media.mit.edu/content/publications/EA.Piaget _ Papert.pdf. Professor Seymour Papert. Classroom tech: A history of hype and disappointment. Adriene Hill | May 28, 2014 In 1976, Liza Loop went to a meeting of the Homebrew Computer Club, in Silicon Valley.
“There were engineers and hobbyists and all kinds of neat people,” said Loop, “among them Steve Wozniak.” That would be the Steve Wozniak, who co-founded Apple computers. At one point, Loop stood up and told the group, “I’m doing a public access computer center and I’m taking computers into schools.” It’s a goal that might sound pretty mundane today, but at the time, it was almost radical. Woz was impressed. For everything that Apple has become today, that first computer was not a great success. Loop said it took forever to load BASIC, a programming language. That’s been the story of technology in the classroom, pretty much from the start. Back in 1922, for instance, Thomas Edison thought he'd figured out the future of education. Films fizzled out. Cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf.