Chapter 4: Foundations and Practice For Web-Enhanced Science Inquiry: Grounded Design Perspectives

Researchers have explored numerous approaches for enhancing studentcentered learning in science classes in alignment with the National Science Education Standards (National Research Council, 1996) and the benchmarks from Project 2061 (American Association for the Advancement of Science, 1993). Corresponding to these calls, computer-based tools have been widely investigated to improve student learning in science classrooms. Research has shown promising findings about the impact of computer-based modeling and simulation tools on student achievement in science learning. In a 3-year study for systemic reform with technology-enhanced curricula, Marx et al. (2004) reported a significant increase in student achievement based on test data from 8,000 students in Detroit public schools; moreover, they found a significant learning increase in low-achieving students when integrating research- and standards-based inquiry curriculum supported by professional development for teachers.