About this product

Product Identifiers

PublisherOxford University Press, Incorporated

ISBN-100195089383

ISBN-139780195089387

eBay Product ID (ePID)56637

Product Key Features

Number of Pages304 Pages

LanguageEnglish

Publication NameSoftware Goes to School : Teaching for Understanding with New Technology

SubjectDevelopmental / Child, General

Publication Year1995

TypeTextbook

AuthorJudah L. Schwartz

Subject AreaTechnology & Engineering, Psychology

FormatHardcover

Dimensions

Item Height1 in

Item Weight19.4 Oz

Item Length9.5 in

Item Width6.3 in

Additional Product Features

Intended AudienceCollege Audience

LCCN94-017671

Dewey Edition20

ReviewsPART I: Understanding Understanding 1. R. Nickerson: Can Technology Help Teach for Understanding? 2. M. Wiser: Uses of History of Science to Understand and Remedy Students' Misconceptions about Heat and Temperature 3. S. Carey and S. Smith: On Understanding the Nature of Scientific Knowledge 4. C.E. Vasco: History of Mathematics as a Tool for Teaching Mathematics for Understanding 5. D.N. Perkins, D. Crismond, R. Simmons, and C. Unger: Inside Understanding PART II: Using Technology to Make a Distinctive Contribution 6. J.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. J. Snir, C. Smith, and L. Grosslight: Conceptually Enhanced Simulations: A Computer Tool for Science Teaching 8. J. Kaput: Creating Cybernetic and Psychological Ramps from the Concrete to the Abstract: Examples from Multiplicative Structure 9. E.P. Goldenberg: Multiple Representations: A Vehicle for Understanding Understanding 10. The Right Size Byte: Reflections of an Educational Software Designer PART III: Connecting Educational Research and Practice 11. M.S. Wiske: A Cultural Perspective on School-University Collaboration 12. M. Lampert: Managing the Tensions in Connecting Students' Inquiry with Learning Mathematics in School 13. J. Snir and C. Smith: Constructing Understanding in the Science Classroom: Integrating Laboratory Experiments, Student and Computer Models, and Class Discussion in Learning Scientific Concepts 14. S. Schwartz: Teaching the Metacurriculum: A New Approach to Enhancing Subject Matter Learning 15. M. Vickers: Integrating Computers into Classroom Teaching: Cross-National Perspectives

IllustratedYes

Dewey Decimal371.3/078

Table Of ContentContributorsIntroductionPART I: Understanding Understanding1. Can Technology Help Teach for Understanding?2. Uses of History of Science to Understand and Remedy Students' Misconceptions about Heat and Temperature3. On Understanding the Nature of Scientific Knowledge4. History of Mathematics as a Tool for Teaching Mathematics for Understanding5. Inside UnderstandingPART II: Using Technology to Make a Distinctive Contribution6. Shuttling Between the Particular and the General: Reflections of the Role of Conjecture and Hypothesis in the Generation of Knowledge in Science and Mathematics7. Conceptually Enhanced Simulations: A Computer Tool for Science Teaching8. Creating Cybernetic and Psychological Ramps from the Concrete to the Abstract: Examples from Multiplicative Structure9. Multiple Representations: A Vehicle for Understanding Understanding10. The Right Size Byte: Reflections of an Educational Software DesignerPART III: Connecting Educational Research and Practice11. A Cultural Perspective on School-University Collaboration12. Managing the Tensions in Connecting Students' Inquiry with Learning Mathematics in School13. Constructing Understanding in the Science Classroom: Integrating Laboratory Experiments, Student and Computer Models, and Class Discussion in Learning Scientific Concepts14. Teaching the Metacurriculum: A New Approach to Enhancing Subject-Matter Learning15. Integrating Computers into Classroom Teaching: Cross-National PerspectivesIndex

SynopsisAs 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., 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., In 1983, the Educational Technology Center, an organization of scholars and practitioners committed to exploring the role of technology in education, opened its doors at the Harvard Graduate School of Education. The specific focus of the Center - and the focus of this book - was education in science, mathematics, and computing. This book is a progress report on that effort. The book contains three parts: Part I explores the nature of understanding; Part II focuses on technology's role in teaching for understanding, examining in particular the way software can construct "ramps" from the conrete to the abstract; Part III connects educational research to practice., Declining test scores, burgeoning drop-out rates, poor showings in international comparisons--the malaise of public education seems to grow everyday. In this context, technology has emerged as one of the hopes of a renewed educational enterprise. Yet modern information-processing technologies have proved far from a panacea for the ills of education. Software Goes to School describes why that is the case in its consideration of three broad themes. The first part of the book addresses the question of what it means to understand. What constitutes understanding something? What are our principle resources in teaching for understanding? The second part of the book focuses front and centre on what technology can offer in teaching for understanding. Individual chapters examine how technologies afford new ways of representing complex concepts and make available new means by which students can manipulate abstract entities in a "hands-on" way. The last part of the book discusses the complexities of realistic educational settings, explores what happens when technology-based innovations are introduced, and examines the means by which a pedagogy of understanding can take root and thrive. Authored by an eminent group of researchers, this book offers numerous practical guidelines on how computers and software can work together for the betterment of the teaching process. Students and professionals in educational psychology, developmental psychology, and educational computing--as well as concerned parents--will want to read this stimulating new work.

LC Classification NumberLB1028.3.S617 1995

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Software Goes to School : Teaching for Understanding with New Technology by Judah L. Schwartz (1995, Hardcover)

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