PBL Learning Meets Case-Based Reasoning in the Middle School Science Classroom: Putting Learning by Design Into Practice

By K. Clase, Peggy A. Ertmer. 2012

296 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7ee442eaae941af457848ea4c953523bb14d7407

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Citations in the corpus

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).”
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…”
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).”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “Asking students to explain their hypotheses, reasoning, and processes is an important part of helping them to make connections between learning activities, goals, and processes (Kolodner et al., 2009).”
Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. (2013, unknown): “Formatted, openly displayed whiteboards can be an effective means of making students' thinking visible (Kolodner et al., 2003).”
Building Cohesion Across Representations: A Mechanism for STEM Integration (2013, unknown): “There is empirical support for positive effects on learning with curricula that provide STEM integration (Burghardt & Hacker, 2007; Fortus, Krajcik, Dershimer, Marx, & Mamlok-Naaman, 2005; Hartzler, 2000; Kolodner et al., 2003; Satchwell & Loepp, 2002; Phelps, Camburn, & Durham, 2011; Wang, Moore, R”
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).”
A Scaffolding Design Framework for Software to Support Science Inquiry (2004, methodology): “…of general principles such as the scaffolded knowledge integration framework (Linn, Davis, et al., 2004; Linn & Hsi, 2000), principles of learner-centered design (Quintana, Soloway, & Krajcik, 2003), problem-based inquiry (Kolodner et al., 2003), and others.1 SCAFFOLDING DESIGN FRAMEWORK 339”