Facilitating the Learning of Design Practices: Lessons Learned from an Inquiry into Science Education.
By Janet L. Kolodner. 2002
233 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/f481bc8638958feecdea70a0d6968fc3c26dab3d
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- J. Knowles
- David H. Jonassen
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Citations in the corpus
- A conceptual framework for integrated STEM education (2016, background): “Table 3 below identifies key practices that build the unique set of knowledge, skills, as well as a unique language to form common practices of science and technology while investigating and solving problems (Kolodner 2002).”
- All Problems are not Equal: Implications for Problem-Based Learning (2008, methodology): “2 (Fall 2008) Many inquiry-based and project-based curricula focus on design problems, including a concerted eff ort by Kolodner and colleagues, using a method known as Learning by Design TM (Kolodner, 2002; Kolodner et al., 2003).”
- Teachers Learning Technology by Design (2005, background): “In contrast, several researchers have successfully documented the rich learning that occurs under a diverse set of design-based activities, including the development of presentations, instructional software, simulations, publications, journals, and games (Carver, Lehrer, Connell, & Erickson, 1992; K”
- Middle‐School Science Through Design‐Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction (2008, methodology): “Prior work with design-based learning has shown that it can produce conceptual learning (Barton, 1998; Kolodner, 2002; Kolodner et al., 2003; Penner, Lehrer, and Schauble, 1998).”
- Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, background): “The final project, Project C, was an ill-structured task (Spiro, Feltovich, Jacobson, & Coulson, 1991) and can be further differentiated as a design task (Jonassen, 2000; Kolodner, 2002).”