Chapter 1: Redefining Disciplinary Learning in Classroom Contexts

By Michael Ford, Ellice Forman. 2006

367 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f1ec9252ae55a8c0f77fef09410bb3e2dc33f233

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

In Education

Citations in the corpus

The Nature of Elementary Student Science Discourse in the Context of the Science Writing Heuristic Approach (2010, background): “According to Ford and Forman (2006), participants in these two aspects take on the roles of both constructor and critiquer of claims.”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “Indeed, many educational efforts aimed at epistemic change are based on models of expert epistemic practices (e.g., Berland et al., 2015; Ford & Forman, 2006; O’Neill & Polman, 2004; Osborne, Collins, Ratcliffe, Millar, & Duschl, 2003; Wineburg, Martin, & Monte-Sano, 2012).”
Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “Ford and Forman (2006) argued that reasoning in science needs to have a purpose and that active generation and evaluation of representations in pursuit of investigations capture the nature of science knowledge-building practices in ways that formal reasoning schema do not.”
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach (2020, background): “The role of dialogical environments is important because they locate an individual’s knowledge within the public sphere and enable critique to be engaged with as a critical element of knowledge generation (Ford and Forman 2006).”
Teacher Preparation For Quality Teaching (2011, background): “…(c) engage in discipline-specific practices of inquiry and determine the legitimacy of particular claims and evidence, and (d) communicate and represent ideas using the discursive practices of the discipline (Duschl, 2008; Ford & Forman, 2006; Gipps, 1999; Jordan, 2010; Lee, 2002; Moje, 2007).”
Drawing to reason and learn in science (2020, background): “…and through a variety of representations, and stress the importance of students and teachers negotiating realized meanings in these processes across modes (Ford & Forman, 2006; Greeno & Hall, 1997; Lehrer & Schauble, 2006a, 2006b; Tytler, Peterson, & Prain, 2006; Waldrip, Prain, & Carolan, 2010).”
Handbook of Research on Learning and Instruction (2011, background): “Feedback can be used to enhance particular types of motor skill learning within certain practice conditions (Magill, 2009).”
Making sense of argumentation and explanation (2009, background): “For example, Ford and Forman (2006) describe learning in communities of both scientists and students as a process of constructing, testing, and revising understandings through public debates about how to best explain the phenomena under study.”