Learning and using science ideas when doing investigate‐and‐redesign tasks: A study of naive, novice, and expert designers doing constrained and scaffolded design work

By David Crismond. 2001

186 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Mechanical Engineering

View Paper: https://www.semanticscholar.org/paper/1829842076f966b8275b21270a474dedba499ea8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Robin S. Adams
2. Nam-Hwa Kang
3. Kathie Maynard
4. Maya Israel
5. P. Williamson
6. David Crismond

In Education

1. Robin S. Adams
2. Nam-Hwa Kang
3. Kathie Maynard
4. Maya Israel
5. P. Williamson
6. David Crismond

In Mechanical Engineering

1. Robin S. Adams
2. Nam-Hwa Kang
3. David Crismond

Citations in the corpus

• Promoting Literacy-Embedded, Authentic STEM Instruction for Students with Disabilities and other Struggling Learners (2013, background): “Engineering design is increasingly being viewed as a gateway to authentic learning that can support increased student understanding of STEM concepts (Benenson, 2001; Crismond, 2001; Kolodner et al., 2003).”
• A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea (2019, background): “For example, during simple mechanical device design activities, Crismond (2001) found that inexperienced high school students made few connections between designs and science ideas and rarely applied science ideas learned in one activity to another.”
• The Informed Design Teaching and Learning Matrix (2012, methodology): “The framework developed in this paper builds upon a three-stage model of developing design expertise that includes naive, novice, and expert levels of performance (Crismond 1997, 2001).”