Educational Technology Research and Development

, Volume 47, Issue 2, pp 61–84

Organizing principles for science education partnerships: Case studies of students' learning about ‘rats in space’ and ‘deformed frogs’

Authors

  • Marcia C. Linn
    • the Graduate School of EducationUniversity of California at Berkeley
  • Linda Shear
    • the Graduate School of EducationUniversity of California at Berkeley
  • Philip Bell
    • the College of EducationUniversity of Washington
  • James D. Slotta
    • the Graduate School of EducationUniversity of California at Berkeley
Research

DOI: 10.1007/BF02299466

Cite this article as:
Linn, M.C., Shear, L., Bell, P. et al. ETR&D (1999) 47: 61. doi:10.1007/BF02299466

Abstract

We describe how science education partnerships composed of educational researchers, technologists, classroom teachers, natural scientists, and pedagogy experts can create effective instructional innovations using Internet technologies. We show that our Scaffolded Knowledge Integration framework gives partnerships a head start on effective designs. We illustrate this process with the Deformed Frogs partnership and the Rats in Space partnership. We conclude with suggestions for future partnerships.

Copyright information

© Association for Educational Communications and Technology 1999