Surfing the Web for Science: Early Data on the Users and Uses of The Why Files.

Autor/inn/en	Eveland, William P., Jr.; Dunwoody, Sharon
Institution	National Inst. for Science Education, Madison, WI.
Titel	Surfing the Web for Science: Early Data on the Users and Uses of The Why Files.
Quelle	In: NISE Brief, 2 (1998) 2, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Concept Formation; Educational Experience; Educational Innovation; Elementary Secondary Education; Engineering Education; Information Technology; Knowledge Representation; Mathematics Education; Nonformal Education; Science Education; Technology Education; World Wide Web + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Bildungserfahrung; Instructional innovation; Bildungsinnovation; Ingenieurausbildung; Informationstechnologie; Wissensrepräsentation; Mathematische Bildung; Non-formal education; Non formal education; Nichtformale Bildung; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; World Wibe Web
Abstract	This brief offers an initial look at one science site on the World Wide Web (The Why Files: http://whyfiles.news.wise.edu) in order to consider the educational potential of this technology. The long-term goal of the studies of this site is to understand how the World Wide Web can be used to enhance science, mathematics, engineering, and technology education. Includes a preliminary look at the expertise and finances required to develop a site, patterns of site usage, and user characteristics. The results of this study can help answer questions as to whether a well-designed web site can help users understand science as well as a paper publication. (DDR)
Anmerkungen	National Institute for Science Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706; phone: 608-263-9250; fax: 608-262-7428; e-mail: niseinfo@macc.wisc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01