Curriculum-Based Ecosystems: Supporting Knowing From an Ecological Perspective

By Sasha A. Barab, Wolff‐Michael Roth. 2006

293 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/668a44d31db8cf04dbd4a3742b87559ba760f636

How researchers see this paper

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

In Cognitive Neuroscience

1. L. V. Lier
2. P. Parrish

In Developmental and Educational Psychology

1. H. Patrick
2. P. Mantzicopoulos
3. Cory T. Forbes
4. Ala Samarapungavan
5. Elizabeth A. Davis
6. L. V. Lier
7. P. Parrish
8. Brian J. Reiser

In Management Science and Operations Research

1. L. V. Lier
2. P. Parrish
3. Elizabeth A. Davis

Citations in the corpus

• Aesthetic principles for instructional design (2009, background): “Finally, from the perspective of an ecological theory of knowing, context becomes perhaps the primary consideration in designing instruction ( Barab and Roth 2006 ).”
• Learning science through inquiry in kindergarten (2008, background): “Research rooted in sociocultural perspectives advocates more “ecologically grounded” instructional approaches that develop students’ capacities for thinking about and learning science (Barab & Roth, 2006; Hammer & Elby, 2002; Lemke, 1990; Roth, 2003, 2005).”
• What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, background): “…or highly artificial investigative contexts, SLP draws from sociocultural perspectives and employs a more ecologically grounded approach (Barab & Roth, 2006; Hammer & Elby, 2002; Roth, 2005), based on the notion that inquiry is complex, multifaceted, and evolving (Chinn & Malhotra,…”
• Action-based Teaching, Autonomy and Identity (2007, background): “Language is embedded in multiple sources of potential meanings, offering linguistic affordances that are linked to other, nonlinguistic ones, all of which make sense when seen in their connectedness, as a network of affordances (Barab & Roth, 2006).”
• Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “It is a fundamental assumption of STS curricula (Aikenhead 1994; Barrett and Pedretti 2006; Hodson 2003) and project-based science curricula ( Barab and Roth 2006; Crawford et al. 1999; Crawford 2000; Singer et al. 2000).”