ICLS 2000 Proceedings
Promoting Teachers' Flexible Use of the Learning Sciences through Case-Based Problem Solving on the WWW: A Theoretical Design Approach
STEP Project Group*, National Institute for Science Education
University of Wisconsin-Madison
1025 W. Johnson Street
Madison, Wisconsin 53706
*Marcelle Siegel (Presenter), Sharon Derry (PI), Jong Baeg Kim,
Constance Steinkuehler, John Street, Nicole Canty, Chris Fassnacht,
Kate Hewson, Cindy Hmelo and Rand Spiro
Tel: 608-263-4254, Fax: 608-262-7428
Email: masiegel2@facstaff.wisc.edu
Abstract: The Secondary Teacher Education Project is involved in building scientific principles of web-based instructional design. The general question being addressed is how to most effectively support learning within complex web sites that contain many pages of conceptual material tied to real-world problems and/or cases. Cognitive Flexibility Theory provides useful principles for how to design such web sites. The goal of our site is to help middle school through college teachers acquire useful scientific knowledge about student learning and development-- knowledge that can be applied flexibly to the design and management of productive classroom learning environments. In this paper, we describe our (a) theory-based approach to design and (b) site implementation and lessons learned from user testing.
Keywords: learning theory; professional development; computer-mediated communication; teacher learning
Preferred Citation Format:
Siegel, M., Derry, S., Kim, J., Steinkuehler, C., Street, J.,
Canty, N., Fassnacht, C., Hewson, K., Hmelo, C., & Spiro,
R. (2000). Promoting Teachers' Flexible Use of the Learning Sciences
through Case-Based Problem Solving on the WWW: A Theoretical Design
Approach. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings
of the Fourth International Conference of the Learning Sciences
(pp. 273-279). Mahwah, NJ: Erlbaum.
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To learn more about the material described in this paper, you
might want to visit the following web site:
http://www.wcer.wisc.edu/STEP