How students learn : history, mathematics, and science in the classroom

By Suzanne Donovan, John D. Bransford. 2005

805 citations recorded by the source corpus.

Subfields: Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1aa62361973d4ab9953a19a719fb83e31ff105bd

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In Sociology and Political Science

Citations in the corpus

The Science of Visual Data Communication: What Works (2021, methodology): “Another useful technique was to switch rapidly (within seconds) among multiple representations of similar concepts (tables, graphs, equations, and verbal rules), which helped students develop an understanding of functions (Kalchman & Koedinger, 2005).”
Creative Learning: A Fresh Look (2016, background): “…sense-making effort can happen when students do not have sufficient background knowledge to meaningfully interpret the discrepant learning stimulus (Donovan & Bransford, 2005), do not believe they are capable of success (Bandura, 1997), or simply fail to see the personal relevance in the…”
Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions. (2011, background): “…and help build connections between students’ prior knowledge and the information to be learned (Bransford et al., 2000; Collins et al., 1989; Donovan & Bransford, 2005); (b) abstract visual representations promote better problem solving by focusing novice students’ attention on structural…”
Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles (2012, background): “Raters also examined if sufficient opportunities for students to use the vocabulary during classroom discourse were offered (Donovan & Bransford, 2005).”
Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007, methodology): “From this conception of learning, it follows that teaching should maximize the opportunity for students to engage in activities that promote higher order learning (Bransford et al., 2000; Brown et al., 1989; De Corte et al., 2003; Donovan & Bransford, 2005; Greeno et al., 1996).”
Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007, background): “…2000), Knowing What Students Know (Pellegrino, Chudowsky, & Glaser, 2001), and How Students Learn History, Mathematics and Science in the Classroom (S. Donovan & Bransford, 2005) provide important summaries of contemporary research and theory on the nature of learning, instruction, and assessment.”
The fairy performance assessment: measuring computational thinking in middle school (2012, background): “At its core, it is closely related to scientific reasoning defined as the specification of a problem, use of resources for inquiry and hypothesis generation, model building and experimentation to test hypotheses, and the evaluation of evidence [4] [17].”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “However, we know that in the absence of disciplinary knowledge, students often rely on prior conceptions drawn from everyday experience to reason and learn about the domain (Donovan & Bransford, 2005; Ferretti et al., 2005).”