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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Collaborative learning, 279–280 action research, 199 computer technology and, 209, 212–213, 219, 221 scientist-student partnerships, 209, 217 students, 74, 108, 141, 152, 182, 192, 222– 223 Communication. See also Internet cultural differences, 73, 108–111, 113 interactive, 207–208, 219, 262–263 mass media, 275–276 network, 220–221 research recommendations, 252, 253, 254, 262–263, 274, 282–283 Communities of learners, 100, 156–157, 168, 182, 199, 204 Communities of practice, 183–184, 197–198, 207–208, 209, 227–229, 243 Community learning environments broad community connections, 61, 147– 149, 154, 224–226, 245–246, 274 children’s learning and, 82, 111, 112 classrooms, 25–26, 144–147, 154, 246 computer technology and, 82, 212–213, 224–226, 227–228 student-scientist partnerships, 209 for teachers, 27, 197–199, 204, 227–229 Competence, 237–238. See also Expert performance; Strategic competence zone of proximal development, 70–71, 72, 108 Competitiveness of students, 146 Comprehension-fostering activities, 107–108 Computational modeling research, 14 Computer language tasks, 53, 55, 60, 65 Computer programming experts, 33 Computer-Supported Intentional Learning Environments (CSILE), 219–220, 221, 227 Computer technology classroom communications systems, 182, 247 classroom-community connections, 82, 207–208, 209, 224–226 curriculum innovations, 4, 21, 68, 207– 213, 262–263 feedback through, 178, 182, 216–224, 243, 258 games, 16 importance, 206–207, 229–230, 233, 243, 247 Internet, 27, 209, 220, 224–226, 227–228, 243, 270, 282 recommendations, 243–244, 247, 255–256, 257, 258, 262–263, 269, 270, 277, 284 scaffolds and scaffolding, 68, 213–216, 243 science of learning, databases, 278–279 teacher learning opportunities, 194, 195, 198, 226–229, 269 tools, 21, 68, 74, 207, 213–216, 243–244, 247, 257 tutoring environments, 178, 221–224, 225 Concepts knowledge organized around, 9, 33, 36, 38, 42–44, 49, 181–182 representations of, 63, 65–66, 276 Conceptual change. See also Preconceptions science, 179–180, 184–186, 187 understanding, 70–71 Conceptual learning, 14–15, 16–17, 20, 50, 165–166, 260–261 conceptual structures, 9, 33, 36, 38, 40, 42–44, 49, 59, 65–66, 87, 181–182 Conditionalized knowledge, 42–44, 49, 59–60, 62, 197 Consciousness studies, 6 Constructivism, 10–11, 192, 195, 199, 277 Content knowledge. See Subject-matter (discipline) knowledge Content-process assessment framework, 143– 144 Context and access to knowledge, 9, 42–44, 49, 77 and language development, 94–95 and transfer of learning, 53, 62–63, 64, 78, 185, 236 Contextualized reasoning, 74–75, 78 Contrasting-cases strategy, 60, 78 Conversational learning, 109–110, 220, 225– 226 Cooperative learning, 192 Counting, 71, 78, 83, 91, 92, 98–99, 100, 165– 166, 167, 169, 196 Cultural practices children’s learning and, 23, 108–111, 113, 233, 276 classroom norms and, 146–147 communications, 73, 108–111, 113 enrollment demographics, 264 ethnography, 110–111 misinterpretation of, 151
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