Science

Teaching with Visualizations: A Comparison Study

Science
Technology
Professional Development
Other

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Lead Organization(s)
University of Minnesota (U of M)
University of Texas, Austin
University of California, Berkeley (UC Berkeley)
Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Resource(s)
Gerard.Liu_.Corliss.Varma_.Spitulnik.Linn_In Press_Teaching with Visualizations.pdf

Teaching with Visualizations: A Comparison Study

Science
Technology
Professional Development
Other

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Lead Organization(s)
University of Minnesota (U of M)
University of Texas, Austin
University of California, Berkeley (UC Berkeley)
Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Resource(s)
Gerard.Liu_.Corliss.Varma_.Spitulnik.Linn_In Press_Teaching with Visualizations.pdf

Teaching with Visualizations: A Comparison Study

Science
Technology
Professional Development
Other

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Lead Organization(s)
University of Minnesota (U of M)
University of Texas, Austin
University of California, Berkeley (UC Berkeley)
Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Resource(s)
Gerard.Liu_.Corliss.Varma_.Spitulnik.Linn_In Press_Teaching with Visualizations.pdf

Teaching with Visualizations: A Comparison Study

Science
Technology
Professional Development
Other

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Lead Organization(s)
University of Minnesota (U of M)
University of Texas, Austin
University of California, Berkeley (UC Berkeley)
Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Resource(s)
Gerard.Liu_.Corliss.Varma_.Spitulnik.Linn_In Press_Teaching with Visualizations.pdf

Knowledge Integration and WISE Engineering

Engineering
Mathematics
Science
High

Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14.

ABSTRACT:

Author/Presenter

Jennifer Chiu

Marcia Linn

Lead Organization(s)
University of Virginia (UVA)
University of California, Berkeley (UC Berkeley)
Year
2011
Resource(s)
Chiu.Linn_2011_Knowledge Integration and WISE Engineering.pdf

Knowledge Integration and WISE Engineering

Engineering
Mathematics
Science
High

Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14.

ABSTRACT:

Author/Presenter

Jennifer Chiu

Marcia Linn

Lead Organization(s)
University of Virginia (UVA)
University of California, Berkeley (UC Berkeley)
Year
2011
Resource(s)
Chiu.Linn_2011_Knowledge Integration and WISE Engineering.pdf

Knowledge Integration and WISE Engineering

Engineering
Mathematics
Science
High

Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14.

ABSTRACT:

Author/Presenter

Jennifer Chiu

Marcia Linn

Lead Organization(s)
University of Virginia (UVA)
University of California, Berkeley (UC Berkeley)
Year
2011
Resource(s)
Chiu.Linn_2011_Knowledge Integration and WISE Engineering.pdf

Knowledge Integration and WISE Engineering

Engineering
Mathematics
Science
High

Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14.

ABSTRACT:

Author/Presenter

Jennifer Chiu

Marcia Linn

Lead Organization(s)
University of Virginia (UVA)
University of California, Berkeley (UC Berkeley)
Year
2011
Resource(s)
Chiu.Linn_2011_Knowledge Integration and WISE Engineering.pdf

Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?

Biology
Science
Technology
Middle

Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243.

ABSTRACT:

Author/Presenter

Kihyun Ryoo

Marcia Linn

Lead Organization(s)
University of California, Berkeley (UC Berkeley)
Year
2012
Resource(s)
Ryoo.Linn_2012_Dynamic Visualizations.pdf

Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?

Biology
Science
Technology
Middle

Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243.

ABSTRACT:

Author/Presenter

Kihyun Ryoo

Marcia Linn

Lead Organization(s)
University of California, Berkeley (UC Berkeley)
Year
2012
Resource(s)
Ryoo.Linn_2012_Dynamic Visualizations.pdf
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