Background
Linn, Marcia Cyrog was born on May 27, 1943 in Milwaukee. Daughter of George W. and Frances (Vanderhoof) Cyrog.
(Internet Environments for Science Education synthesizes 2...)
Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning. The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation. The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments. Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers: *the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner; *the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction; *a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments; *curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science; *a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher; *projects about contemporary controversy enabling students to explore the nature of science; *a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org
http://www.amazon.com/gp/product/0805843035/?tag=2022091-20
(Linn and Hsi show how computers, teachers, and peers can ...)
Linn and Hsi show how computers, teachers, and peers can serve as learning partners--helping students build on their ideas and become lifelong science learners. They invite everyone interested in improving science education to build on their experiences, share insights on the Internet, and create instruction. Computers, Teachers, Peers: * offers case studies to bring the ideas of students learning science to life. *Join Sasha, Chris, Pat, and Lee as they try to make sense of experiments using computers to display data in real time;* * provides principles to help teachers improve their instruction, use technology better, and inspire more students to love science. *Find out how to use visualization tools, online discussion, and more to make science relevant;* * gives researchers and instructional designers a model for effective research and curriculum design. *Linn and Hsi report that the partnership approach to research resulted in a 400% increase in student understanding of science;* * helps schools develop technology plans that continuously improve science instruction. *Find out how schools can design better ways to use technology for learning;* * describes a partnership inquiry process where science teachers, science education researchers, discipline specialists, and technologists consider each others' perspectives and jointly design instruction. *Boys and girls are equally successful in the resulting science courses;* and * features practical tools for learning and instruction, including "Points to Ponder"--to encourage reflection on the ideas in each chapter (partnership groups or classes might use the points as discussion starters or assignments), and "Ask Mr. K."--an interview, in each chapter, with the classroom teacher who was a founding member of the CLP partnership (in these interviews Mr. K. adds insights from his own classroom experiences). This book is supplemented by a CD-ROM (included in each copy) and a Web site (www.clp.berkeley.edu) with the Computers as Learning Partners curriculum, lesson plans, a Quicktime virtual reality visit to the classroom, copies of assessments, opportunities to join partnerships, and more. For readers who wish for more information, Related Readings are cited, including works by authors mentioned in each chapter. Additional works by other authors who inspired the authors appear in the bibliography, on the website, and on the CD-ROM. An annotated bibliography of papers by the members of the CLP partnership also appears at the website and on the CD-ROM.
http://www.amazon.com/gp/product/0805833439/?tag=2022091-20
Linn, Marcia Cyrog was born on May 27, 1943 in Milwaukee. Daughter of George W. and Frances (Vanderhoof) Cyrog.
Bachelor in Psychology and Statistics, Stanford University, 1965. Master of Arts in Educational Psychology, Stanford University, 1967. Doctor of Philosophy in Educational Psychology, Stanford University, 1970.
Principal investigator Lawrence Hall Science University California, 1970-1987, principal investigator School Education, since 1985, assistant dean School Education, 1983-1985, professor, since 1989. Principal investigator National Science Foundation Funded Center- Technology-Enhanced Learning in Science (TELS), 2003—2008. Chancellor's professor, 2003—2006.
Fulbright professor Weizmann Institute, Israel, 1983. Executive director seminars University California, 1985-1986, director institutional technical program, 1988-1996, chair cognition and development, 1996-1998. Consultant Apple Computer, 1983-1990.
Member advisory committee on science education National Science Foundation, 1978-1985, Educational Testing Service, 1986-1990, Smithsonian Institution, since 1986, Fulbright Program, 1983-1986, Graduate Record Examination Board, 1990-1994, advisory committee education and human resources directorate, National Science Foundation, 2002-2010, with task force on cyber learning, 2008-2010. Chair Cognitive Studes Board McDonell Foundation, 1994-1997. Member computing services advisory board Carnegie Mellon University, 1991-1999.
Member steering committee 3d International Mathematics and Science Study, United States, 1991-2002.
(Internet Environments for Science Education synthesizes 2...)
(Linn and Hsi show how computers, teachers, and peers can ...)
(Linn and Hsi show how computers, teachers, and peers can ...)
(Designing PASCAL Solutions is intended for use as a compa...)
(This text applies a case-study approach to a set of compl...)
Science advisor Parents Club, Lafayette, California, 1984-1987. Member International Women's Forum, Women's Forum West, since 1992, membership committee, 1995-1998. Board directors National Center for Science Education, 1997—2003, geographic information system or geographical information science and education committee, 2000-2005.
Member board on behavioral, cognitive and sensory science National Research Council, 1997-2005, member committee on information technical literacy, computer science and telecommunications, 1997-2000. Member national advisory board National Center for Improving Student Learning and Achievement in Mathematics and Science, 1997-1905. Member committee on information technical fluency and High School graduate outcomes National Research Council, 2004-2005.
Member Science Education & 21st Century Skill, National Research Council, 2008-2010, member committee computational thinking, chair, since 2008. Fellow American Association for the Advancement of Science (board directors 1996-2001, chair-elect education section since 2005), American Psychological Association, American Association of University Women (member commission technical and gender 1998-2001), American Psychological Society, American Educational Research Association (chairman research on women and education 1983-1985, Women Educators Research award 1982, 88, education in science and technical 1989-1990, annual meeting program committee 1996, Willystine Goodsell award 1991). Member National Association Research in Science and Teaching (board directors 1983-1986, associate editor journal, Outstanding Paper award 1978, Outstanding Journal Article award 1975, 83, Distinguished Contributions to Science Education Through Research award 1994), International Society Learning Services (board directors since 2005, president 2008-2009), National Science Teachers Association (member research agenda committee 1987-1990, task force 1993-1994), Society Research in Child Development (editorial board 1984-1989), Society Research Adolescence, National Academy Education, Sierra Club.
Married Stuart Michael Linn, 1967 (divorced 1979). Children: Matthew, Allison. Married Curtis Bruce Tarter, 1987 (divorced 2003).