Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice

By Janet L. Kolodner, P. Camp, David Crismond, B. Fasse, J. Gray, J. Holbrook, Sadhana Puntambekar, Mike Ryan. 2003

921 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6108cb0b78103a207e91a53347c74117d9b12510

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “If the Wndings of laboratory studies are to be informative to educators, children’s metacognitive and metastrategic limitations must be recognized as inquiry tasks become incorporated into science curricula (e.g., Kolodner et al., 2003; White & Frederiksen, 1998).”
Research Article Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems (2012, background): “Kolodner et al. (2003) found that middle school students who practiced inquiry in several project-based science units performed better on the inquiry tasks of scientific practice (as measured by performance assessments, Quellmalz, Schank, Hinojosa, & Padilla, 1999) than students from traditional…”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “Teachers can simplify the PBL process by conducting formative evaluation and providing repetitive cycles of feedback and revision during inquiry, creation, and production (Kolodner et al., 2003).”
Facilitating the Learning of Design Practices: Lessons Learned from an Inquiry into Science Education. (2002, methodology): “Comparisons between matched groups in their abilities to design experiments, plan for data gathering, and collaboration (Kolodner et al., 2003).”
A conceptual framework for integrated STEM education (2016, background): “…recent STEM education literature provides rationale to teach STEM concepts in a context which is most often delivered in project, problem, and design-based approaches (Carlson and Sullivan 1999; Frykholm and Glasson 2005; Hmelo-Silver 2004; Kolodner 2006; Kolodner et al. 2003; Krajcik et al. 1998).”
The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting (2009, background): “Observational and quantitative performance data from LBD classrooms demonstrated that students were able to transfer skills related to the design and evaluation of experiments to more open-ended performance assessments of experiment design and analysis (Kolodner et al. 2003b).”
Augmented Reality Simulations on Handheld Computers (2007, background): “…compared to project-based learningand learning-by-design frameworks that alsoprepare students for sustained inquiry (see Barab & Luehmann, 2003; Blumenfeld et al. 1991, 2000; Bransford, Franks, Vye & Sherwood, 1989; CTGV, 1993; Kolodner et al., 2003; Krajcik et al., 1998; Soloway et al., 1995).”
Middle‐School Science Through Design‐Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction (2008, methodology): “Design tasks create a challenge for students that increase their level of engagement and also serve the added benefit of opening the doors to possible science and engineering careers at a young age (Sadler, Coyle, and Schwartz, 2000).”
Model-Eliciting Activities (MEAs) as a Bridge Between Engineering Education Research and Mathematics Education Research (2008, neutral): “[59] Kolodner, J.”
A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms (2014, background): “Redesign allows students to reflect on their original designs and make or suggest improvements (Kolodner et al., 2003).”
The promise and the promises of Making in science education (2017, background): “…reasoning; support students’ iteration towards understanding (as well as towards improved design); design and sequence activities to support student talk and reflection in ways that build knowledge over time; and take to heart the idea of developing a community of learners (Kolodner et al., 2003).”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “…suggests that students learn best when they engage in design-based learning activities that focus on the design and consequential use of external representations for modeling and reasoning (Papert 1980, 1991; Kolodner et al. 2003; Edelson 2001; Blikstein and Wilensky 2009; Sengupta et al. 2012).”