The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning

By S. Magnusson, Annemarie S. Palincsar. 2001

153 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d8a2b35aece36da35424205695cf84e31b84118f

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Citations in the corpus

Essential Elements of Fostering and Teaching Reading Comprehension (2011, unknown): “Parodi, G. (2007). Reading–writing connections: Discourse-oriented research.”
Rigor and Responsiveness in Classroom Activity (2016, background): “Rigorous sense-making discourse, then, is more about helping students make progress on ideas by juxtaposing firsthand experiences with known scientific ideas and concepts (Palincsar & Magnusson, 2001).”
How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics (2012, background): “Similarly, Palincsar and Magnusson (2001) found that young children were motivated to learn science by the introduction of a fictitious scientist who shared her personal investigations throughout the text.”
From “What is Reading?” to What is Literacy? (2016, background): “…use of reading strategies, heightened student motivation, and improved scores on reading comprehension, science, and topical vocabulary assessments (e.g., Cervetti et al., 2012; Duke et al., 2011; Goldschmidt, 2010; Guthrie et al., 2009; Magnusson & Palincsar, 2001; Vitale & Romance, 2012).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “In other words, the core constructs of interest in the context of the READI project are those important to what Magnusson and Palincsar (2001) called “second-hand inquiry.””
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “It is a case of what Palincsar and Magnusson (2001) referred to as secondhand investigation: inquiry that occurs through the exploration of materials (texts, diagrams, animations) created by others.”
Knowing What Students Know: The Science and Design of Educational Assessment (2001, background): “An equally rich but potentially more problematic source of data is the analysis of verbal interactions when two or more people work on a series of problems (Okada and Simon, 1997; Palincsar and Magnusson, 2001; Teasley, 1995).”
Reading and Writing in the Service of Inquiry-Based Science (2005, methodology): “Our work also relies on existing empirically-based models of science-literacy integration (e.g., Palincsar & Magnusson, 2001; Romance and Vitale, 1992; Guthrie and Ozgungor, 2002; Guthrie, Van Meter, Hancock, Alao, Anderson, & McCann, 1998).”