BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms

By Iris Tabak, Anthony Leone, B. Smith, F. Steinmuller, William A. Sandoval, Brian J. Reiser. 2001

206 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/25343f1435bfc71637a20379c05dbf7148447ba2

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Citations in the corpus

Research Article Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems (2012, background): “Often projects include a culminating activity in which students make a presentation or develop a poster to communicate their findings (Edelson & Reiser, 2006; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998; Reiser et al., 2001).”
Scientific Thinking and Reasoning (2012, background): “For example, Reiser and his colleagues have developed a learning environment for biology, where students are encouraged to develop hypotheses in groups, codify the hypotheses, and search databases to test them (Reiser et al., 2001 ).”
The Oxford handbook of thinking and reasoning (2012, background): “Subscriber: OUP - OHO Editorial Board; date: 26 April 2013 encouraged to develop hypotheses in groups, codify the hypotheses, and search databases to test these hypotheses (Reiser et al., 2001).”
Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? (2005, background): “Shared understanding in a classroom environment is achieved in the Biology Guided Interactive Learning Environment (BGuILE) project through staging activities (Reiser et al., 2001).”
Developing Learning Theory by Refining Conjectures Embodied in Educational Designs (2004, background): “Students did learn about evolution (Reiser et al., 2001; Tabak, 1999).”
The Quality of Students' Use of Evidence in Written Scientific Explanations (2005, methodology): “Groups recorded their explanations in a software tool, ExplanationConstructor, that guided their explanation in several ways (Reiser et al., 2001; Sandoval & Reiser, 2004).”
A Scaffolding Design Framework for Software to Support Science Inquiry (2004, methodology): “Scaffolding Strategy 6a: Automate nonsalient portions of tasks to reduce cognitive demands Galápagos Finches Galápagos Finches automatically generates graphs for student-specified data so students can focus on the more important work of determining appropriate comparisons for testing their hypothese”
Dialogic Activity Structures for Project-Based Learning Environments (2004, background): “Explanation and theorizing are important aspects of scientific discourse and practices, and numerous reform projects aim to involve students in their generation and defense (e.g., Duschl & Gitomer, 1997; Reiser et al., 2001; Sandoval et al., 1999).”
What Needs to Develop in the Development of Inquiry Skills? (2008, background): “Our previous empirical work with developing inquiry skills in middle- and upper-elementary-aged students (see Kuhn, 2002, 2005, for summary) has led us to concur with Reiser et al. (2001) that the most significant challenge beginning students face is appreciating the goals of inquiry.”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “Educational researchers have examined and scaffolded student argumentation relative to such systems, for example, related to natural selection (Asterhan & Schwarz, 2007; Reiser et al., 2001), adaptation (Linn, Shear, Bell, & Slotta, 1999), social and policy issues such as capital punishment or nucle”
High school students' ideas about theories and theory change after a biological inquiry unit (2003, methodology): “We have explicitly designed technological and curricular scaffolds to emphasize the nature of scientific causal explanation, and the criteria to which such explanations are held (Reiser et al., 2001).”
Conceptual and Epistemic Aspects of Students' Scientific Explanations (2003, methodology): “Second, access to finch data within the investigation environment was structured through interface tools that highlighted important domain strategies, such as comparisons of physical traits across groups (e.g., live vs. dead) or across time periods (Reiser et al., 2001; Tabak et al., 1996).”
Distributed Scaffolding: Scaffolding Students in Classroom Environments (2021, background): “Structuring can be provided using questions and a workspace for students, to help foster reflection and articulation, or by providing graphical organizers (e.g., Guzdial, 1995; Jackson et al., 2000; Reiser et al., 2001), or support to solve a complex problem (Holbrook & Kolodner, 2000; Kolodner et a”
Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2008, background): “PBS also helps students develop explanations of scientific phenomena that represent important disciplinary understandings (McNeill & Krajcik, 2007; Reiser et al., 2001; Sandoval, 2003) and understand core scientific ideas as represented by science standards (Marx et al.”
Tapping Epistemological Resources for Learning Physics (2003, background): “Examples within computational learning environments include “notebook” tools (Linn & Hsi, 2000; Reiser et al., 2001) that provide distinct representational structures for data and observations; hypotheses and questions; and principles and explanations.”
Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, background): “Work in the BGuILE project implicitly tried to link explanations for particular phenomena to the theories from which such explanations could be generated (Reiser et al., 2001; Sandoval & Reiser, 2004), but the epistemological relations between theories and explanations derived from them were not mad”
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work (2004, methodology): “Recent design research on interactive learning environments has adapted the notion of scaffolding (Davis & Linn, 2000; Edelson et al., 1999; Guzdial, 1994; Quintana et al., 1999; Reiser et al., 2001).”
Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, unknown): “Next, participants were introduced to the science education community’s perspective on the target NOS aspects through a set of seven generic (content-lean) activities adopted from Lederman and Abd-El-Khalick (1998) and Reiser et al. (2001).”