Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts

By Elizabeth A. Davis. 2003

470 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/356424305fac807519e8f6a8db16a800827170df

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? (2005, result): “Studies by Davis (2003) in which generic and specific prompts for reflection were compared, found that there was greater evidence of reflection in students receiving generic prompts as compared to the ones who received directed prompts.”
Activation of Learning Strategies in Writing Learning Journals (2009, background): “Davis (2003) found that “generic” (very nonspecific) prompts during a complex science project elicited more reflection in terms of both sense-making and metacognition than specific, “directed” prompts.”
Tutor learning: the role of explaining and responding to questions (2008, background): “Such research has contributed significantly to our understanding of how expert tutors scaffold tutees’ reasoning and problem-solving, diagnose and remediate errors, provide feedback, and adapt to individual tutees.”
Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking." (2006, background): “…acquired during the curriculum into a coherent conceptual system where inappropriate explanations would be replaced by scientific ones, learners in the group of LIS may not have contrasted their existing misconceptions with new explanations to a sufficient degree (see Davis, 2003; Linn, 1995).”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “This result implies that students need some additional prompting to be more reflective (Davis, 2003).”
From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion (2005, background): “The work of various researchers in the learning sciences has supported this notion (e.g., Koschmann, Kelson, Feltovich, & Barrows, 1996a, b; Scardamalia & Bereiter, 1996; Davis & Linn, 2000; Guzdial & Turns, 2000; Oshima & Oshima, 2001; Davis, 2003).”
Promoting Self-Regulated Learning Through Prompts (2009, background): “Meanwhile, there is an extensive body of research demonstrating the effectiveness of prompts in promoting selfregulated learning (e.g., Bannert, 2006; Davis, 2003; Lin & Lehman, 1999).”
Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention (2011, background): “The prompts were purposefully designed to be explicitly metacognitive (Davis, 2003), placing emphasis on the processes and not on the products of the problemsolving instantiation.”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12, 91–142. Davis, E. A., & Linn, M. C. (2000). Scaffolding students’ knowledge integration: Prompts for reflection in KIE. International Journal o”
A Scaffolding Design Framework for Software to Support Science Inquiry (2004, background): “Learners may develop illusions of competence that preclude them from identifying weaknesses in their knowledge (E. A. Davis, 2003a).”
Toward implementing distributed scaffolding: Helping students learn science from design (2005, background): “EMILE (Guzdial, 1995) and Knowledge Integration Environment (KIE) (Linn, 1995; Bell & Davis, 1996; Davis, 2003) have described how to embed several kinds of support in software.”