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Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (Technology, Education--Connections Series) Paperback – September 1, 2008

ISBN-13: 000-0807749133 ISBN-10: 0807749133

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Product Details

  • Series: Technology, Education--Connections Series
  • Paperback: 272 pages
  • Publisher: Teachers College Press (September 1, 2008)
  • Language: English
  • ISBN-10: 0807749133
  • ISBN-13: 978-0807749135
  • Product Dimensions: 0.8 x 6 x 9 inches
  • Shipping Weight: 13.6 ounces (View shipping rates and policies)
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #2,501,746 in Books (See Top 100 in Books)

Editorial Reviews

About the Author

Yael Kali is a senior researcher at the Department of Education in Science and Technology, Technion Israel Institute of Technology. Marcia C. Linn is a professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. Jo Ellen Roseman, director of Project 2061, has been involved in the design, testing, and dissemination of Project 2061's science literacy reform tools since 1989. She directs the NSF-funded Center for Curriculum Materials in Science (CCMS).

Contributors include Roy Pea, Alan Collins, Joseph S. Krajcik, Jim Slotta, Elizabeth A. Davis, Jane Bowyer and George E. DeBoer.

More About the Author

Marcia C. Linn is professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. She is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science. She has served as Chair of the AAAS Education Section and as President of the International Society of the Learning Sciences. She directs the NSF-funded Technology-enhanced Learning in Science (TELS) center. Board service includes the American Association for the Advancement of Science board, the Graduate Record Examination Board of the Educational Testing Service, the McDonnell Foundation Cognitive Studies in Education Practice board, and the Education and Human Resources Directorate at the National Science Foundation.

Linn earned her Ph. D. at Stanford University where she worked with Lee Cronbach. She spent a year in Geneva working with Jean Piaget, a year in Israel as a Fullbright Professor, and a year in London at University College. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times. Linn's books include Computers, Teachers, Peers (2000), Internet Environments for Science Education (2004), Designing Coherent Science Education (2008), WISE Science (2009), and Science Teaching and Learning: Taking Advantage of Technology to Promote Knowledge Integration (2011). She chairs the Technology, Education--Connections (TEC) series for Teachers College Press.
Awards include the National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education, the American Educational Research Association: Willystine Goodsell Award, and the Council of Scientific Society Presidents first award for Excellence in Educational Research.
See http://telscenter.org/ for more information.

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Format: Paperback
This book has many different models to form a science curriculum. Great for the Science teacher that needs to follow the state an school curriculum but who also needs to make changes in the classroom.
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