Learning-for-use : A framework for the design of technology-supported inquiry activities

By Daniel C. Edelson. 2001

429 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/d85fd0d454c36b024eed1c5cd76e56957d8ae4f5

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? (2005, methodology): “The visualization capabilities afforded by technology tools have been used to help students learn complex scientific phenomena in the WorldWatcher environment (Edelson, 2001; Edelson, Gordin, & Pea, 1999).”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “As educators, our work is grounded in a general pedagogical framework, which 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 a”
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “Some studies have found that presenting teachers with curriculum design principles can help them attend to core features of particular frameworks for teaching and learning (Bybee, 1997; Edelson, 2001; Schwarz & Gwekwerere, 2007).”
A Scaffolding Design Framework for Software to Support Science Inquiry (2004, background): “…of project-based science (Blumenfeld et al., 1991; Kolodner et al., 2003; Polman, 2000; Ruopp, Gal, Drayton, & Pfister, 1993), “learning-for-use” (Edelson, 2001), intentional learning (Scardamalia & Bereiter, 1992), scaffolded knowledge integration (Linn, Davis, et al., 2004; Linn & Hsi,…”
Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2008, background): “Developing learning performances is also an important aspect of achieving project-based pedagogy, specifying how knowledge is to be applied (Collins et al., 1989; Edelson, 2001).”
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009, background): “An important aspect of designs to support disciplinary practices is to provide situations that ‘‘create a need’’ for the particular disciplinary idea (Berland & Reiser, 2009; Edelson, 2001; Lehrer & Schauble, 2006).”
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work (2004, methodology): “In project-based science, students learn general principles in the context of investigating particular problem scenarios such as learning introductory chemistry by analyzing the quality of air in the local community (Blumenfeld et al., 1991; Edelson, 2001; Hmelo, Holton, & Kolodner, 2000).”
Cognitive Perspectives in Psychology (2013, background): “One of the best examples of this is the “World watcher” project (Edelson, 2001; Edelson, Salierno, Matese, Pitts, & Sherin, 2002), in which students use real scientific data about the weather to learn science.”
Computer Simulations to Support Science Instruction and Learning: A critical review of the literature (2012, neutral): “In another example, Edelson (2001) describes a curriculum that utilizes computer visualization software to engage students in inquiry and provides guidelines for teachers wishing to do so in their classrooms.”
Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. (2006, background): “Many studies provide evidence supporting the idea that student interest is enhanced by involvement in real-world science projects and investigations (Barron et al. 1998; Barrows 1985; Edelson 2001; Hallinger, Leithwood, and Murphy 1993; Hmelo 1995; Krajcik et al. 1998; Moje et al. 2001;. Resnick 198”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “However, in these contexts, direct instruction may be provided on a just-in-time basis and generally once students experience a need to know the information presented (Edelson, 2001).”
Making authentic science accessible to students (2003, background): “Some educators think these two goals are competing rather than complementary (Edelson 2001).”
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation (2013, methodology): “The curriculum employs a pedagogical approach called Learning-for-Use (Edelson, 2001), designed to develop understanding through cycles of motivation, knowledge construction, and knowledge organization.”
How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005, background): “Science educators are facing increasing demands as they are asked to teach more content more effectively and to engage their students in scientific practices (Edelson, 2001).”
High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content (2014, background): “Edelson (2001) argues that students will develop richer conceptual understandings that are accessible in novel environments when the scientific ideas being studied are useful.”