Supporting development of the epistemology of inquiry

By R. Lehrer, Leona Schauble, Deborah Lucas. 2008

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0eb22434c0fee6c1ea5a59d06a0009d7d827c069

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, methodology): “A major focus of our design efforts was to highlight a particular kind of uncertainty encountered by scientists: the world’s resistance of capture by human agency and the way it pushes back against the structures imposed on it (Ford, 2008; Lehrer et al., 2008; Pickering, 1995).”
Rigor and Responsiveness in Classroom Activity (2016, background): “…scientific explanations and arguments (Duschl, 2008; Sandoval, 2009; Windschitl et al., 2012); and (3) explicitly teaching the epistemic features of models, explanations, and arguments (Kuhn, 2010; Lehrer et al., 2008; McNeill, Lizotte, Krajcik, & Marx, 2006; Osborne, Erduran, & Simon, 2004).”
Disentangling Robust Developmental Constraints From the Instructionally Mutable: Young Children's Epistemic Reasoning About a Study of Their Own Design (2011, background): “Cognitive scientist Herbert Simon (2001) more broadly stresses the centrality of curiosity as catalyst for the inquiry of scientists and children alike: “Idle or purposeful, curiosity is the motor that interests children in science; it is also the principal motor that energizes and steers the educat”
Learning progressions and teaching sequences: a review and analysis (2011, background): “…addressing these criteria are: Smith, Wiser, and Carraher (2010), Wiser, Smith, Doubler, and Asbell-Clarke (2009) Lehrer and Schauble (under review) Lehrer, Schauble, and Lucas (2008) Metz (2004, 2008) Gunckel, Covitt, and Anderson (2009), Mohan and Anderson (2009), Mohan, Chen, and Anderson…”
Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”
Seeding Evolutionary Thinking by Engaging Children in Modeling Its Foundations. (2012, background): “Harnessing the jar systems to inquiry was difficult, because the jars frequently became atrophic and “crashed,” but the difficulties were occasions for further learning (Lehrer et al., 2008).”
The Nature and Development of Critical-Analytic Thinking (2014, background): “Moreover, standard instructional approaches do not typically involve hands-on activities that emulate the practices and methods of working professionals, and most activities are perfectly planned so that there are no surprises or uncertainties (Lehrer et al. 2008).”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “…from research in developmental psychology and science education, which show that the development of scientific thinking, even when it builds on students' intuitive knowledge and competencies, requires multiple years of meaningful immersion in authentic learning experiences (Lehrer et al. 2008).”