In this chapter, we review recent research and development in technology-enhanced, modeling-based instruction (TMBI) in science education. We describe the cognitive, social, and curriculum-design aspects of science learning promoted in these environments. We emphasize the continuum of qualitative to quantitative modeling, the computational mind, and the system thinking that are critical for scientific modeling. We illustrate typical collaborative learning in TMBI science education settings. We highlight scaffolding strategies relevant to TMBI in science curricula.
|主出版物標題||Handbook of Research on Educational Communications and Technology|
|發行者||Springer New York|
|出版狀態||已發佈 - 2014 1月 1|
ASJC Scopus subject areas
- 社會科學 (全部)