Engaging minds : learning and teaching in a complex world
By B. Davis, D. Sumara, R. Luce-Kapler. 2000
436 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/e802276fc33ef4ce4add1b813e80a140f87a931e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Deborah Osberg
- Susriyati Mahanal
- Siti Zubaidah
- N. Fuad
- E. Suarsini
- Pearl K. Subban
- W. Chambers
- T. Fenwick
Citations in the corpus
- Improving Creative Thinking Skills of Students through Differentiated Science Inquiry Integrated with Mind Map (2017, background): “The mind map can be integrated with a variety of learning models with the aim of encouraging students’ abilities to explore the relationships between information and stimulating students to think creatively (Davis et al., 2000).”
- Differentiated Instruction: A Research Basis. (2006, background): “…base in this field, it has assisted educators to examine instructional practices, changing curriculum and assessment techniques (Brooks, 2004; Cohen, McLaughlin, and Talbert, 1993; Davis et al., 2000; Fischer and Rose, 2001; Green, 1999; McIlrath and Huitt, 1995; Mulroy and Eddinger, 2003).”
- Project-Based Learning and Pedagogy in Teacher Preparation: Staking out the Theoretical Mid-Ground. (2011, background): “Critical theorists such as Giroux (1988) and Greene (1988) ground the study of curriculum in the lived experiences of those who daily encounter it.”
- Understanding Relations of Individual—Collective Learning in Work: A Review of Research (2008, background): “Learning can be understood as expansion of capacity for more sophisticated, more fl exible and more creative action (Davis et al., 2000; Fenwick, 2001).”
- The emergent curriculum: navigating a complex course between unguided learning and planned enculturation (2008, background): “This marks a significant epistemological shift away from representational understandings of knowledge and meaning.”
- Small-Group Problem-Based Learning as a Complex Adaptive System. (2007, background): “For example, all circles can be made to fit in a self-similar way (Davies et al., 2000).”