Designing for Science: Implications from Everyday, Classroom, and Professional Settings.

By Kevin Crowley, Christian D. Schunn, T. Okada. 2001

329 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5fc10906e1cc336ee6f030f802265e305f418b26

How researchers see this paper

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

In Speech and Hearing

Citations in the corpus

Design Research: What We Learn When We Engage in Design (2002, background): “Since 1995, my colleagues and I on the Supportive Inquiry-Based Learning (SIBLE) Project at Northwestern University have been investigating the design and use of software to foster reflection in extended computer-supported inquiry activities (Loh et al., 2001).”
The Role of Domain-Specific Knowledge in Generative Reasoning About Complicated Multileveled Phenomena (2007, background): “…research on expert performance and the development of expertise suggests that experts rely on strong methods, or domain-specific knowledge, as opposed to general reasoning skills to solve problems or conduct investigations (Chase & Simon, 1973; Johnson-Laird, 1983; Schunn & Anderson, 2001).”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “…learning and transfer (Chen and Klahr 1999) while on the other hand, critiqued for producing only short-term learning of fragile knowledge that is unlikely to transfer to remote or ‘‘authentic’’ settings (Chinn and Malhotra 2001; Germann et al. 1996; Kuhn and Dean 2005; McDaniel and Schlager 1990).”
From Everyday to Scientific Observation: How Children Learn to Observe the Biologist’s World (2009, background): “…disciplines (Daston & Vidal, n.d.; Norris, 1984): It is the foundation on which hypotheses and data are based, the lens by which hypotheses are strengthened or refuted (Mayr, 1997; Moore, 1993), and often the stimulus for scientific discovery (Klahr & Simon, 1999; Mayr, 1997; Simon, 2001).”
The Equivalence of Learning Paths in Early Science Instruction (2004, background): “However, the type of direct instruction used in these CVS studies has been criticized with respect to both its content and its epistemology (Chinn & Malhotra, 2001).”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “Moreover, these approaches to learning address important goals of education that include content knowledge, epistemic practices, and soft skills such as collaboration and self-directed learning.”
Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom (2002, methodology): “Sharing Bazerman’s perspective on scientific practice but applying it to educational research, Lehrer, Schauble, and Petrosino (2001) defined inscriptions in the following way: Inscriptions, a term that we use to include drawings, maps, diagrams, text, recordings from instruments, mathematical…”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Parents also engage their child in supportive conversations around their child’s interest (Callanan & Oakes, 1992; Callanan & Jipson, 2001; Chouinard, 2007).”
Learning About Real Animals From Anthropomorphic Media (2016, background): “…consequences not only for early knowledge but also for developing early scientific interest (Crowley & Jacobs, 2002), both of which can provide the necessary support for later achievement in formal scientific knowledge (Callanan & Jipson, 2001; Jacobs & Bleeker, 2004; Strike & Posner, 1992).”