Abstract
In this paper we describe two aspects of an Internet-based lesson plan development project called “Science On-Line-Earth and Space Science for the Classroom.” First, we discuss the design of the Science On-Line (SOL) Project, which focuses on building a community of practice, appropriate task and setting, and contact with the scientific workplace. Second, we examine strategies teachers used as they approached the task of creating Internet-based science lesson plans for the World Wide Web. Based on the analysis of data gathered during the various project phases, results show that the teacher-developed strategies have varying degrees of effectiveness in facilitating Internet-based lesson plan design, information-gathering, and organization. We describe how the strategies began to evolve into formulated practices for Internet-based lesson development within the SOL teacher community. The SOL investigation develops a case study of the strategies and emerging practices in the context of the creation and pilot-testing of Internet-based lesson plans. This case study may serve as an exemplar of tested Internet-based lesson development strategies and practices for the educational community.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Becker, H.S. (1972). A School is a lousy place to learn anything.American Behavioral Scientist 16, 85–105.
Brodie, K.W. (1992). Scientific visualization. Springer-Verlag. Berlin.
Brown, A.L., and Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating Cognitive Theory and Classroom Practice. MIT Press/Bradford. Cambridge, Massachusetts
Brown, A. (1992). Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings.The Journal of the Learning Sciences, 2(2), 141–178. Erlbaum. Hillsdale, New Jersey.
Brown, A., and Palinscar, S. (1989). Guided, cooperative learning and individual Knowledge acquisition. In L.B. Resnick (Ed.),Knowing, Learning, and Instruction, Erlbaum. Hillsdale, New Jersey.
Brown, J.S., Collins, A., and Duguid, P. (1989). Situated cognition and the culture of learning.Educational Researcher, 18, 32–42.
Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition.Educational Researcher, 19(6), 2–10.
Collins, A., Brown, J.S., and Newman, S. (1989). Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In Resnick, L.B. (Ed.),Knowing, Learning, and Instruction, Erlbaum. Hillsdale, New Jersey.
Hall, R., and Stevens, R. (1995). Making space: a comparison of mathematical work in school and professional design practices. In Star, S.L. (Ed.),The Cultures of Computing. Basil Blackwell, London.
Hannafin, M.J., Peck, K., and Hooper, S. (in press).Advanced Design Concepts for emerging Educational Technologies. Educational Technology Publications. Englewood Cliffs, New Jersey.
Kaufmann, W. and Smarr, L. (1993).Supercomputing and the Transformation of Science. Scientific American Library. New York, New York.
Lave, J. and Wenger, E. (1991).Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. Cambridge.
Linn, M., diSessa, A., Pea, R., and Songer, N. (1994). Can research on science learning and instruction inform standards for science education?Journal of Science Education and Technology.
Park, I. and Hannafin, M. (1993). Empirically-based guidelines for design of interactive multimedia.Educational Technology Research and Development, Association for Educational Communications and Techology. 41(3), 63–85.
Resnick, L.B., (1987). Learning in school and out.Educational Researcher, 16, 13–20.
Saxe, G. (1992). Studying children's learning in context: problems and prospects.The Journal of the Learning Sciences, 2(2), 215–234.
Schoenfeld, A.H. (1985). Mathematical Problem Solving. Academic Press. New York.
Schegloff, M.A. (1991). Conversation analysis and socially shared cognition. In Resnick, L.B., Levine, J.M., and Teasley, S.D. (Eds.), Perspectives on Socially Shared Cognition. American Psychological Association. Washington, DC.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. (M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds. and Trans.). Harvard University Press. Cambridge, Massachusetts.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Battle, R., Hawkins, I. A study of emerging teacher practices in internet-based lesson plan development. J Sci Educ Technol 5, 321–342 (1996). https://doi.org/10.1007/BF01677128
Issue Date:
DOI: https://doi.org/10.1007/BF01677128