vidually as well as collaboratively to further their learning. This finding may well relate to underlying differences in student learning strategies and calls for designing learning environments and curriculum that can be flexibly used by students with different preferences.
Engaging students in argumentation using evidence from the Web can be a knowledge integration activity. This integration can result from individual as well as collaborative mechanisms of making thinking visible. If we better understand how these mechanisms can be facilitated in complex classroom settings through the design of software tools like SenseMaker, technology will then be able to be used more powerfully as a learning partner in today's classrooms.
The author would like to acknowledge the rest of the KIE Research Group for their collaboration and insight, including Marcia Linn, Doug Clark, Alex Cuthbert, Elizabeth Davis, Brian Foley, Christopher Hoadley, Sherry Hsi, Doug Kirkpatrick, Linda Shear, Jim Slotta, and Judy Stern. In particular, Elizabeth Davis provided analyses involving students' epistemological ideas about science from her dissertation work. This material is based on research supported by the National Science Foundation under grant No. RED-9453861. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author and do not necessarily reflect the view of the NSF.
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Philip Bell: Graduate School of Education, University of California, 4533 Tolman Hall #1670, Berkeley, CA, 94720.