rk over a period of time. Describing problems students encounter as they engage in inquiry and finding ways to ameliorate those problems has received considerable attention recently (Hmelo & Williams, [Special Issue, JLS], 1998; McGilly, 1994, Blumenfeld et al, 1998). In this paper, we describe inquiry in more detail, discuss ways to aid students via instructional, curriculum, and 1 . In Minstell, J. Van Zee, E. (Eds.) Inquiry into inquiry: Science learning and Teaching, American Association for the Advancement of Science Press, Washington, D.C. (in press). 2 The authors would like to thank Ann Rivet from the University of Michigan for her helpful editorial comments. 11/4/98 page 2 technological supports, and then illustrate how these have been applied to specific phases on inquiry where students encounter difficulties. What Is Inquiry And Why Use It? Broadly conceived inquiry refers to the diverse ways in which scientists stu

Applying Multi-Intelligent Adaptive Hypermedia to Online Learning combines adaptive hypermedia and asynchronous Web communication technologies with the cognitive Theory of Multiple Intelligences and educational methodologies to prototype and evaluate a novel approach to online learning through customized content presentation by characterizing learners in terms of their most developed intelligences. While the Theory of Multiple Intelligences has been used successfully in classroom environments, demonstrating that learners benefit from multiple entry points and multiple representations of material, this study examines whether the Theory of Multiple Intelligences can be applied in a similar manner to an online learning environment. Can the cognitive Theory of Multiple Intelligences be used to support adaptation in an online learning environment? This is the research question underlying the study, conducted in three stages: user characterization and understanding goals, development of prototype adaptive hypermedia framework and learning modules, and formative evaluation of prototype. The entire study was conducted online via a Web-based framework developed for the purposes of the study. The study involved determining the three most developed intelligences for 19 males and

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A multi-faceted approach in teaching introductory solid state materials Abstract- Recent developments in undergraduate engineering education have resulted in curricular modifications that introduce lower division students to design and applications in an interdisciplinary context. Such restructuring creates a need for “capstone ” courses in the engineering sciences for upper division students reflecting an inverted curriculum model. Such courses are best conducted in conjunction with modern experimental and computational technologies that reflect current and future applications. Such a formula coincides with ABET 2000 guidelines. The quantum mechanical concepts of physics are key elements to modern materials science and engineering. This paper describes a multi-institution project entitled Quantum Structure of Materials directed at developing new undergraduate course materials, state-of-the-art laboratory experiences, computer-based tutorials, and computational exercises in the field of advanced solid state materials. The project also includes sharing experimental facilities among institutions, use of the Internet for new developments in the field, and use of assessment instruments to guide course development. The members of the project team include faculty from Drexel University, University of Pennsylvania, and The Cooper Union. The curricular structure of each institution has been maintained while educational materials and the collective experience of the investigators would be shared.

This paper was written as part of a project funded by the John D. and Catherine T. MacArthur Foundation. The authors thank the foundation for its help, acknowledging that the ideas expressed here do not necessarily reflect the position or policy of supporting agencies. Correspondence may be sent to: Shari Tishman, Harvard Graduate School of Education, 219 Longfellow Hall, Appian Way, Cambridge, MA 02138 In Press: Theory Into Practice Teaching Thinking Dispositions: From Transmission to Enculturation

Technology in the Learning communities of Tomorrow:

teaching and learning when multiple models are used to

Zealand secondary classroom Metacognition – the missing link in classroom learning There is a long tradition in educational research of recognising the significant role of “metacognitive ” processing- of paying conscious attention to the learning processes- in influencing how successfully learners acquire knowledge and understanding (e.g. Dewey, cited in Cronbach, 1954:31-2; Flavell,1976; Bruner,1974; Vygotsky,1978). Sadly, there is an equally long tradition of classroom teachers either being unaware of these research findings, or of lacking the confidence or interest to integrate these insights into practice. Ethnographic research (e.g. Biggs, 1991) suggests that many classrooms not only alienate students but also teach in ways which generally allow only the transmission rather than the transformation of knowledge. This is particularly poignant in relation to the fate of many students from low socioeconomic backgrounds. “Good”, successful learners tend to come from backgrounds with high levels of home-school cultural convergence and generally implicitly apprehend “how to learn”. They subconsciously and consciously employ strategies such as self-checking or questioning, comprehension monitoring, memorisation, rehearsal or mnemonics. In contrast, “poor ” learners