Tools for knowledge construction on subject-specific contents are developed. Fraction is selected as the domain of study because it is a well-known difficult topic for learning and teaching globally and tremendous research efforts have been put into improving its teaching. The aim of the study is to investigate the possibility of applying research findings for designing technology-supported learning tools for classroom application. Interactive virtual learning tools are developed on the web for multi-platform access. Learners may engage with flexibility. Results of the studies indicated that interactive tools for assisting learning require not only input from subject matter knowledge but also pedagogical content knowledge of teacher. There are two implications of the study. Firstly, teachers should make use of technology to help learners to understand and construct knowledge by active learning. Secondly, learning tools should not only be designed for scaffolding support but should also be considered for teachers to play a role in using the technology. Copyright © 2000 Hong Kong Institute of Education.
|Title of host publication||Science technology education: Enhancing the quality of life through science & technology: Science & Technology Education Conference 2000 proceedings|
|Editors||Kenneth S. VOLK , Wing-mui, Winnie SO , Gregory P. THOMAS|
|Place of Publication||Hong Kong|
|Publisher||The Hong Kong Institute of Education, Education Dept., Hong Kong, Hong Kong Association for Science and Mathematics Education and Hong Kong Association for Design and Technology Education|
|Publication status||Published - 2000|