Designing for Science: Implications From Everyday, Classroom, and Professional SettingsKevin Crowley, Christian D. Schunn, Takeshi Okada Psychology Press, 2001 - 512 sider This volume explores the integration of recent research on everyday, classroom, and professional scientific thinking. It brings together an international group of researchers to present core findings from each context; discuss connections between contexts, and explore structures; technologies, and environments to facilitate the development and practice of scientific thinking. The chapters focus on: * situations from young children visiting museums, * middle-school students collaborating in classrooms, * undergraduates learning about research methods, and * professional scientists engaged in cutting-edge research. A diverse set of approaches are represented, including sociocultural description of situated cognition, cognitive enthnography, educational design experiments, laboratory studies, and artificial intelligence. This unique mix of work from the three contexts deepens our understanding of each subfield while at the same time broadening our understanding of how each subfield articulates with broader issues of scientific thinking. To provide a common focus for exploring connections between everyday, instructional, and professional scientific thinking, the book uses a "practical implications" subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking. |
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Designing for Science: Implications from Everyday, Classroom, and ... Kevin D. Crowley,Christian D. Schunn,Takeshi Okada Ingen forhåndsvisning tilgjengelig - 2001 |
Designing for Science: Implications from Everyday, Classroom, and ... Kevin D. Crowley,Christian D. Schunn,Takeshi Okada Ingen forhåndsvisning tilgjengelig - 2001 |
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activities analogy analysis approach asked assessment authentic experimentation Cambridge captured Carnegie Mellon University causal cells chapter classroom cluster cognitive psychology Cognitive Science combinatorial chemistry complex concept conducted construct context context theory create Developmental Psychology discussion document domain Dunbar effect environment epistemology evaluation evidence example explanations explore facets Faraday Faraday’s Figure focus goal hypotheses ideas important individual inferential statistics instruction interactions interpretation investigation involved Journal Kevin Crowley Klahr knowledge laboratory learning Michael Faraday observations outcome parents participants particular phenomena Press problem solving produce Progress Portfolio psychology questions ramps reflective inquiry representation Schauble scientific reasoning scientific thinking scientists Simon simple multivariate experimentation simple multivariate experiments simulation skills social space search strategies suggest Takeshi Okada task task model teacher theory towers undergraduates understanding University variables World Wide Web zoetrope