Developing Learning Theory by Refining Conjectures Embodied in Educational Designs

By William A. Sandoval. 2004

219 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6b04d08976dd76aa1da604634eed97e1fc7c92c9

How researchers see this paper

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

In Developmental and Educational Psychology

1. Manu Kapur
2. Katerine Bielaczyc
3. Eve Manz
4. William A. Sandoval
5. Brian J. Reiser
6. Katherine L. McNeill
7. David M. Hammer
8. Nikol Rummel

In Education

1. Manu Kapur
2. Katerine Bielaczyc
3. Eve Manz
4. William A. Sandoval
5. Brian J. Reiser
6. Katherine L. McNeill
7. David M. Hammer
8. Nikol Rummel

Citations in the corpus

• Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, methodology): “Consistent with methods for design-based research, conjectures about students’ practice and productive means to support development were iteratively developed and refined over the course of the study (Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003; Sandoval, 2004).”
• Conjecture Mapping: An Approach to Systematic Educational Design Research (2014, background): “To cite this article: William Sandoval (2014) Conjecture Mapping: An Approach to Systematic Educational Design Research, Journal of the Learning Sciences, 23:1, 18-36, DOI: 10.”
• Designing for Productive Failure (2012, methodology): “We then describe the implementation of the design in Singapore schools used to test, albeit partially, these embodied conjectures (Sandoval, 2004).”