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Journal of Computers in Mathematics and Science Teaching

2001 Volume 20, Number 3


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Understanding and Assessment Methodology in an Introductory Statistics Course

    Mike Thelwall, University of Wolverhampton, United Kingdom

    A large introductory statistics module at Wolverhampton University used a Computer Assisted Assessment test that was generated from random factors at run time. It was open access and students were ... More

    pp. 251-263

  2. Assessing the Impact of a Web-Driven, Goal-Based Scenario in the Science Classroom

    Benjamin L. Bell, Lockheed Martin Advanced Technology Laboratories, United States; Chrystalla Mouza, Columbia University, United States

    This article presents a study designed to assess the impact of technology integration on teachers and students. To carry out the study, ALPINE, a web-based science project aimed at teaching... More

    pp. 265-292

  3. 3D-Virtual Reality in Science Education: An Implication for Astronomy Teaching

    Rachel Mintz & Shai Litvak, Center for Educational Technology, Israel; Yoav Yair, The Open University of Israel, Israel

    This work presents a new virtual environment (VE) which employs a dynamic 3-D model of the solar system. It is based on powerful scientific visualization techniques and can be used as an effective ... More

    pp. 293-305

  4. The WebCOSY System for Course Management in Distance Education

    Lars Diening, Martin Berz, Béla Erdélyi & Jens Hoefkens, Michigan State University, United States

    The WebCOSY system is an interactive web-based homework and course management system that has been developed and used as part of VUBeam (Berz & Hoefkens, 2001), an Internet based remote Physics M.S... More

    pp. 307-321

  5. Order Out of Chaos: A Spreadsheet Excursion Into a Mathematical Frontier

    Sharon Dugdale, University of California at Davis, United States

    Technology offers new pathways of exploration and ready access to new domains of mathematical inquiry. When students' exploration of a familiar model expanded into apparently chaotic behavior, the ... More

    pp. 323-341