Exploring Science: The Cognition and Development of Discovery Processes

By David Klahr. 2000

216 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4d65340a6a5ffdfd4e47043b3e8b1d91203808d2

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In Artificial Intelligence

Citations in the corpus

How do People Know? (2001, background): “Knowledge acquisition comprises multiple phases (Klahr, 2000; Kuhn, in press; Kuhn et al., 1995), beginning with inquiry (i.e., formulation of the question that is to be asked of newly available information), continuing with analysis and inference, and concluding with argument (i.e., the use of…”
Cognitive Foundations of Learning Argumentation (2007, background): “Our own work (Kuhn et al., 1992, 1995) as well as others’ (Cheng & Novick, 1992; Chinn & Brewer, 2001; Klaczynski, 2000; Klahr, 2000 ) show how easy it is for the adolescent and even the adult to ignore evidence that contradicts their expectations or to interpret it either partially, recognizing on”
Scientific creativity as constrained stochastic behavior: the integration of product, person, and process perspectives. (2003, background): “” On the one hand, those advocating therationalist position tend to favor experiments that concentrate on problemsolving in laboratory settings (Hayes, 1989a; Klahr, 2000; Newel & Simon, 1972; Weisberg, 1988).”
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity (2004, background): “In the characterizations of the science inquiry goal states for learners, where do these attributions of expert knowledge come from? From what I can tell, much of it is built from rational reconstructions and prototypical idealizations of inquiry (e.g., Krajcik, Berger, & Czerniak, 2002) and laborat”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “The SDDS framework captures the complexity and the cyclical nature of the process of scientiWc discovery (see Klahr, 2000; for a detailed discussion).”
The Development of Cognitive Skills To Support Inquiry Learning (2000, unknown): “…the other hand, from the literature on scientific reasoning suggests significant strategic weaknesses that have implications for inquiry activity (Klahr, 2000; Klahr, Fay, & Dunbar, 1993; Kuhn, Amsel, & O’Loughlin, 1988; Kuhn, Garcia-Mila, Zohar, & Andersen, 1995; Kuhn, Schauble, & Garcia-Mila,…”
Talking About Science in Museums (2010, background): “Scientific principle explanations offer children domain-specific scientific information (Klahr, 2000) that children may, in turn, be able to generalize beyond the immediate learning context (Crowley & Siegler, 1999).”
The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory (2006, background): “Inductive learning is a problem-solving process that can be characterized as a search process (Klahr, 2000; Klahr & Dunbar, 1988; Klahr & Simon, 1999).”
A Scaffolding Design Framework for Software to Support Science Inquiry (2004, background): “For example, in our analysis, we found that one obstacle learners face involves difficulty in keeping track of plans and monitoring progress (Klahr, 2000; Schauble, Glaser, Raghavan, & Reiner, 1991).”
Children's causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers (2004, background): “Some investigations have suggested that children have difficulty understanding how patterns of data relate to causal relations (Klahr, 2000; Kuhn, 1989; Schauble, 1990, 1996).”
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work (2004, background): “strategies for scientific inquiry (Klahr, 2000; Krajcik et al., 1998; White & Frederiksen, 1998) and discipline-specific explanatory frameworks (Passmore & Stewart, 2002; Reiser et al.”
Developmental Origins of Scientific Thinking (2000, background): “Still, the selection of evidence that will be informative in evaluating a theory has been found to be an obstacle to effective scientific thinking in the numerous studies that have examined it (Klahr, 1999; Klahr et al., 1993; Kuhn et al., 1988; Kuhn et al., 1995; Kuhn et al., 1992; Penner & Klahr, ”