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nects to personal experience. I worked with CLP to create princi-
ples for light.
POINTS TO PONDER
• Predict the patterns of knowledge integration for several stu-
dents you have taught. Compare your predictions with the pat-
terns of learning described in this chapter.
• Describe a student you know whose learning trajectory sur-
prised you. Explain why students might use new learning pat-
terns.
• Ask a student to describe the learning partners they find most
useful. Analyze whether these learning partners contribute to
knowledge integration.
• Interview a student about his or her career plans. Compare the
responses with those given by students in the chapter.
• In Appendix A, add annotations to the 10th and 12th grade in-
terviews for Pat following the patterns from interview 1-5.
• Discuss how students use learning partners. Analyze the learn-
ing partners in courses you have taught.
• Reflect on the comments of the current and returning students
at the beginning and end of the CLP film. Connect these views
to the progress of Pat, Sasha, Lee, and Chris.

RELATED READINGS

Bruer J. T. ( 1993). Schools for thought: A science of learning in the
classroom. Cambridge, MA: MIT Press.

Driver R. ( 1983). The pupil as scientist? London, England: Open
University Press.

Schwab J. J. ( 1962). The teaching of science. Elements in a strat-
egy for teaching science in the elementary school. Cambridge:
Harvard University Press.

Wiser M. & Carey S. ( 1983). "When heat and temperature were
one". In D. Gentner & A. L. Stevens (Ed.), Mental models (pp.
267-298). Hillsdale, NJ: Lawrence Erlbaum Associates.

-280-

Questia, a part of Gale, Cengage Learning. www.questia.com

Publication Information: Book Title: Computers, Teachers, Peers: Science Learning Partners. Contributors: Marcia C. Linn - author, Sherry Hsi - author. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 2000. Page Number: 280.
    
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