Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform

By Jon Singer, Ronald Marx, Joseph Krajcik, Juanita Clay Chambers. 2000

307 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0d39949c14b9c5beeaf38a9376db324cafd2811d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION (2012, background): “The contemporary scaffolding studies focused on the goals similar to the current science education reforms that emphasize procedural and strategic skills (Sandoval & Reiser, 2004; Singer et al., 2000; van Driel et al., 2001).”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, methodology): “Student learning was scaffolded by embedded technology, and students created artifacts to demonstrate understanding and serve as a means for discussion and feedback (Singer et al., 2000).”
The Evolution of Research on Computer-Supported Collaborative Learning (2009, background): “Singer, Marx, Krajick, & Chambers, 2000; Hakkarainen, Lipponen, & J¨¨ 2002) afford opportunities for students to engage in self-regulated learning that include encouraging students to set their own goals, emphasizing collaboration and negotiation and proving scaffolding during learning.”
Supporting Science Teacher Learning: The Role of Educative Curriculum Materials (2002, methodology): “Project-based science curriculum materials for a unit on force and motion were developed as part of the larger study (Blumenfeld, Fishman, Krajcik, Marx, & Soloway, 2000; Singer et al., 2000).”
The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments (2005, background): “Other researchers have found that such active and collaborative tasks, in contrast to activities such as watching educational videos, are more enjoyable and motivating (Freeman et al., 2002; Hickey, 1997; Nichols & Miller, 1994; Singer et al., 2000).”
Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science (2008, methodology): “…LeTUS utilized the framework of project-based science, using a combination of customdeveloped curricula, learning technologies, and coordinated professional development for middle school science teachers in urban settings (Blumenfeld, Fishman, Krajcik, Marx, & Soloway, 2000; Singer et al., 2000).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “It is a fundamental assumption of STS curricula (Aikenhead 1994; Barrett and Pedretti 2006; Hodson 2003) and project-based science curricula (Barab and Roth 2006; Crawford et al. 1999; Crawford 2000; Singer et al. 2000).”
What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, background): “Many researchers have also argued that adopting more authentic inquiry-based pedagogies will lead to deeper conceptual understanding as well as a greater awareness of the nature of science and of the processes of scientific inquiry among students (Chinn & Malhotra, 2002 ; Singer, Marx, Krajcik, & C”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, unknown): “Similar issues were observed in project-based science classrooms where small groups were adopted ( Singer, Marx, Krajcik, & Chambers, 2000 ).”