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The Impact of Electronic Networking on Student Interactions During an Ant Biomonitoring Problem Solving Science Investigation

Rita A. Hagevik

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Electronic Networks for Educators

AT&T Learning Network
http://www.att.com/learningnetwork/

Technical Educational Research Center
http://www.terc.edu/

Feederwatch
http://birds.cornell.edu/cfw/

Journey North
http://www.learner.org/jnorth/

WhaleNet
http://whale.wheelock.edu/Welcome.html

JASON Project
http://www.jason.org/

KidsNet
http://www.kidsnet.org/

GLOBE
http://www.globe.gov

PathFinder Science
http://pathfinderscience.net/

EstuaryLIVE
http://www.estuarylive.org/

GIS LIVE
http://www.ncsu.edu/scilink/gislive

The Elephants of Cameroon
http://www.nczooeletrack.org/

Red Wolves of Alligator River
http://www.nczooredwolf.org/


Ant Resources

Grids and data collection sheets can be downloaded from the Mapping Our School Site (MOSS) at www.ncsu.edu/scilink/studysite. Additional pitfall trap instructions, a picture field guide of insects, and other resources and information can be found at the site. MOSS is an outdoor environmental curriculum for teachers and students relating the living and non-living components of the environment.


Materials Resources

Ant kits, monitoring the environment series, and curriculum as well as supplies, videos, and teaching resources on ants are available from Carolina Biological Supply Company. Educators can visit the company's Web site at www.carolina.com or call 800-334-5551.


References

Anderson, N.D., Stubbs, H., Peck, S.L. & Slusher, J.W. (1999). Ants: Using Biological Indicators to Investigate Environmental Conditions. Burlington, NC: Carolina Biological Supply Company.

Brienne, D., & Goldman, S. (1989, April). Networking: How it has enhanced science classes in New York schools...and how it can enhance classes in your school, too. Classroom Computer Learning, 45-53.

Costa, Arthur. (1990). Developing Minds. Alexandria, VA: Association for Supervision and Curriculum Development.

Costa, Arthur. (2002). Developing Minds: A Resource Book for Teaching Thinking. Alexandria, VA: Association for Supervision and Curriculum Development.

Dillon, A. & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68 (3), 322-349.

Gage, N. (1978). The Scientific Basis for the Art of Teaching. New York: Teachers College Press.

Gage, N. (1985). Hard gains in the soft sciences. [monograph]. Bloomington, IN: Phi Delta Kappan.

Flanders, N.A. (1970). Analyzing Teaching Behavior. Reading, MA: Addison-Wesley.

Flanders, N.A., & Morine, G. (1973). The assessment of proper control and suitable learning environment. In N.L. Gage (Ed.), Mandated evaluation of educators. Stanford: California Center for Research and Development in Teaching.

Fisher, Alec & Scriven, M. (1997). Critical Thinking. Point Reyes, CA: Edgepress.

Hatano, G. & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on Socially Shared Cognition. Washington, DC: American Psychological Association.

Howe, A.C. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80 (1): 35-51.

Levin, J., & Cohen, M. (1985, Summer). The world as an international science laboratory: Electronic networks for science instruction and problem solving. Journal of Computers in Mathematics and Science Teaching, 33-35.

Levin, J., Riel, M., Miyake, N., & Cohen, M. (1987). Education on the electronic frontier: Teleapprentices in globally distributed educational contexts. Contemporary Educational Psychology, 12, 254-260.

Levin, J., & Thurston, C. (1996, November). Research summary: Educational electronic networks. Educational Leadership, 46-50.

Megan, H., Moll, L., & Riel, M. (1985). Computers in the classrooms: A quasi-experiment in guided change. (Contract No. NIE 6-83-0027). LaJolla, CA: Teacher Education Program.

National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.

Reiman, Alan & Thies-Sprinthall, L. (1998). Mentoring and Supervision for Teacher Development. New York: Addison Wesley Longman, Inc.

Riel, M. (1990). Cooperative learning across classrooms in electronic learning circles. Instructional Science, 19, 445-466.

Roehler, L. & Cantlon, D. (1997). Scaffolding: A powerful tool in social constructivist classrooms. In K. Hogan & M. Pressley (Eds.), Scaffolding Student Learning: Instructional Approaches and Issues. Cambridge, Massachusetts: Brookline Books.

Roehler, L., Hallenback, M., & Svoboda, N. (1996). Teaching skills through learning conversations in whole language classrooms. In E. McIntyre & M. Pressley (Eds.) Balanced instruction: Strategies and skills in whole language. Norwood, MA: Christopher Gordan.

Stubbs, H., & Anderson, N. (1997). Enhancing student skills in science and technology: Monitoring the environment with white clover, ants, and other suggestions. Proceedings of the Conference: Science and Technology Education for Responsible Citizenship and Economic Development, Edmonton, Alberta, Canada, 339-344.

Swartz, R. (1996). Teaching science literacy and critical thinking skills through problem-based learning. In A. Costa & R. Liebermann (Eds.), Supporting the Spirit of Learning: When Process Is Content. Thousand Oaks, California: Corwin Press, Inc.

Swartz, R. (1991). Developing writing prompts for assessing thinking and content learning in science classrooms, New Ways to Assess Learining in Science. Miami, Fla.: Miami Museum of Science.

Swartz, R. & Parks, S. (1994). Infusing the teaching of critical and creative thinking into content instruction: A lesson design handbook for the elementary grades. Pacific Grove, CA: Critical Thinking Press and Software.

Wertsch, J.V. (1985). Vygotsky and the Social Formation of the Mind. Cambridge, MA: Harvard University Press.

Wertsh, J.V. & Toma. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. Stefte & J. Gale (Eds.) Constructivism in Education (159-174). Hillsdale, NJ: Lawrence Erlbaum.


About the Author:

Rita Hagevik is a visiting instructor and PhD candidate in Science Education and Forestry in the Department of Math, Science, and Technology Education at North Carolina State University. She specializes in the use of and research in Geographic Information Systems (GIS), spatial cognition, and the teaching of thinking skills. Particular interests include environmental programs, teacher retention and mentoring, and the applications of technology to research.
Email: rita_hagevik@ncsu.edu

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Meridian: A Middle School Computer Technologies Journal
a service of NC State University, Raleigh, NC
Volume 6, Issue 1, Winter 2003
ISSN 1097 9778
URL: http://www.ncsu.edu/meridian/win2003/problemsolving/7.html
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