Document Type
Conference Proceeding
Publication Date
1999
Abstract
This paper focuses on students and their teacher engaging in authentic tasks and materials couched in problem-oriented formats within meaningful learning contexts that foster thinking and learning. Authentic in that students construct meaning from real data and are asked to make sense of the world around them. Students pursue individual paths of inquiry using critical and imaginative thinking, and engage in social and solitary contexts that involve them in writing, intervening, and reflecting on ideas gleaned from conversations and readings (electronic and conventional) with a university educator and NASA science educator. The process engages students in formal skills such as written communication, literacy, logic, and calculation using an innovative electronic interactive network. Evaluations of timed writings, concept maps, and Vee diagrams are presented
Recommended Citation
Alvarez, Marino C.; Stockman, Stephanie A.; Rodriguez, William J.; Davidson, Robert; and Schwartz, Katie, "Informing Practice through Collaborative Partnerships" (1999). Teaching and Learning Faculty Research. 4.
https://digitalscholarship.tnstate.edu/teaching/4