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Avoiding the Perils of "Teacher-Proof" Online Design: A Content Analysis
ARTICLE

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Computers in the Schools Volume 26, Number 1, ISSN 0738-0569

Abstract

This content analysis explored how previously validated Web-based inquiries (WBIs) for science instruction are designed and to what extent they match the proposed teacher-support guidelines of the American Association for the Advancement of Science. Examined WBIs implemented few recommended teacher-support mechanisms. This article explores the reasons why so few mechanisms were supported and proposes ways to enhance the curricular usefulness of WBIs by incorporating more recommended mechanisms. (Contains 3 tables and 2 figures.)

Citation

Cates, W.M. & Kulo, V. (2009). Avoiding the Perils of "Teacher-Proof" Online Design: A Content Analysis. Computers in the Schools, 26(1), 48-62. Retrieved May 27, 2019 from .

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