Making authentic science accessible to students

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Guiding Explanation Construction by Children at the Entry Points of Learning Progressions. (2012, methodology): “In addition, we revisited earlier work in the development and empirical testing of a system of scaffolds for sixth graders’ development of scientific explanations over time and topic (Lee and Songer, 2003; Songer, 2006) and the systematic evaluation of students’ fused content and practice in scaffol”
Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross-National Analysis Using PISA 2006 (2014, methodology): “Given the PRIMAS (2011) research experience, however, along with Minner et al.’s (2010) research”
Editorial: The Components of Authentic Learning (2006, background): “Science investigations should link students to scientists through data sharing, critiquing, and direct communication, and involve the argumentative processes scientists use to achieve common understandings (Lee & Songer, 2003).”
How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity (2009, result): “A central dimension of our work was drawing from existing work in cognitive scaffolds (Quintana et al., 2004; Reiser, 2004; Lee and Songer, 2003) and working with Detroit teachers to develop a scaffold format for students’ first guided development of evidence-based explanations associated with our f”