WISE design for knowledge integration

By Marcia C. Linn, Douglas B. Clark, J. Slotta. 2003

448 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/c41b2f1d90a351446b38c340dfa34b7e3c4a53f2

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. Joseph Krajcik
2. Barry J. Fishman
3. Jonathan Osborne
4. Phyllis Blumenfeld
5. Christine Chin
6. Ronald Marx
7. Elliot Soloway
8. David Weintrop

In Education

1. Jonathan Osborne
2. Barry J. Fishman
3. Christine Chin
4. Joseph Krajcik
5. Ronald Marx
6. Elliot Soloway
7. Phyllis Blumenfeld
8. Uri Wilensky

In Media Technology

1. Joseph Krajcik
2. Uri Wilensky
3. Michael J. Hannafin
4. David Weintrop
5. Feng Wang
6. Jonathan Osborne

Citations in the corpus

• Design-based research and technology-enhanced learning environments (2005, methodology): “Likewise, WISE teachers contributed to its inquiry focus using both their knowledge and awareness of their classroom contexts, while becoming increasingly skilled in guiding student inquiry processes ( Linn et al., 2003 ).”
• Creating a Framework for Research on Systemic Technology Innovations (2004, background): “Recently, research on KIE has evolved into a larger effort called the Web-based Inquiry Science Environment (WISE; Linn, Clark, & Slotta, 2003 ), that is attempting to address issues of scalability and sustainability.”
• Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, unknown): “Instruction embedded in the WISE (web-based inquiry science environment; Bell & Linn, 2000 ; Linn, Clark, & Slotta, 2003 ) platform explicitly incorporated NOS aspects and was designed to engage students in inquiry and scaffold development of evidence-based arguments.”
• Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, unknown): “…science, and other subject areas (e.g., Barab, Thomas, Dodge, Carteaux & Tuzun, 2005; Barak & Dori, 2005; Barron et al., 1998; Bottino & Robotti, 2007; Linn, Clark & Slotta, 2003; Roschelle, Kaput & Stroup, 2000; Scardamalia & Bereiter, 1994; van Aalst & Chan, 2007; White & Frederiksen, 1998).”
• Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses (2009, background): “Although most emphasize working with information and ideas (e.g. Goldberg and Bendall 1995; Hunt and Minstrell 1996; Linn et al. 2003), there may be limited opportunities for students to pursue problems they have identified themselves or to synthesize ideas and formulate new concepts.”
• Defining Computational Thinking for Mathematics and Science Classrooms (2016, background): “Such efforts include graphical programming environments such as Scratch (Resnick et al. 2009) and Alice (Cooper et al. 2000); computational modeling environments like STELLA (Richmond et al. 1987) and NetLogo (Wilensky 1999b); electronic prototyping kits such as Arduino and digital textiles (Buechle”
• Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Mercer et al. (1999) defined such talk as “exploratory” in that “partners engage critically but constructively with each other’s ideas” (p.”