Doing the project and learning the content: Designing project-based science curricula for meaningful understanding†
暂无分享,去创建一个
[1] Edgar W. Jenkins,et al. Benchmarks for Science Literacy: a review symposium∗ , 1995 .
[2] David E. Kanter,et al. Learning content using complex data in project‐based science: An example from high school biology in urban classrooms , 2006 .
[3] Katherine L. McNeill,et al. Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy , 2008 .
[4] Anthony J. Petrosino,et al. At-risk children's use of reflection and revision in hands-on experimental activities , 1998 .
[5] M. Lipsey,et al. Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions , 2008 .
[6] Sm Iipinge,et al. Assessment and Evaluation of Learning , 2011 .
[7] R. Marx,et al. Design‐based science and student learning , 2004 .
[8] J. Sweller,et al. Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries , 2007 .
[9] Brian J. Reiser. BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms: Twenty-five years of progress , 2001 .
[10] Joseph Krajcik,et al. A Scaffolding Design Framework for Software to Support Science Inquiry , 2004, The Journal of the Learning Sciences.
[11] Herbert A. Simon,et al. The Sciences of the Artificial , 1970 .
[12] Roger C. Schank,et al. Dynamic Memory Revisited: Enhancing Intelligence , 1999 .
[13] Charles M. Reigeluth,et al. The elaboration theory of instruction , 1983 .
[14] Joseph Krajcik,et al. Enacting Reform-Based Science Materials: The Range of Teacher Enactments in Reform Classrooms , 2005 .
[15] E. Banet,et al. Students’ conceptual patterns of human nutrition , 1997 .
[16] Judith Barak,et al. Understanding of energy in biology and vitalistic conceptions , 1997 .
[17] Shimshon Novick,et al. No energy storage in chemical bonds , 1976 .
[18] Jo Ellen Roseman,et al. Can Middle-School Science textbooks help students learn important ideas? Findings from project 2061's curriculum evaluation study: Life Science , 2004 .
[19] Philip M. Sadler,et al. Depth versus Breadth: How Content Coverage in High School Science Courses Relates to Later Success in College Science Coursework. , 2009 .
[20] Brian J. Reiser,et al. Strategies for supporting student inquiry in design tasks , 1998 .
[21] Joel J. Mintzes,et al. Students' alternative conceptions of the human circulatory system: A cross-age study , 1985 .
[22] Leslie J. Briggs,et al. Principles of Instructional Design , 1974 .
[23] J. Novak,et al. Educational Psychology: A Cognitive View , 1969 .
[24] A. Whitehead. The aims of education , 1929 .
[25] Ann L. Brown,et al. How people learn: Brain, mind, experience, and school. , 1999 .
[26] H. Schweingruber,et al. TAKING SCIENCE TO SCHOOL: LEARNING AND TEACHING SCIENCE IN GRADES K-8 , 2007 .
[27] Daniel C. Edelson. Learning-for-use : A framework for the design of technology-supported inquiry activities , 2001 .
[28] Daniel L. Schwartz,et al. Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning , 1998 .
[29] Joseph Krajcik,et al. Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform , 2004 .
[30] Charles M. Reigeluth,et al. A Case Study on Course Sequencing with Multiple Strands Using the Elaboration Theory. , 2008 .
[31] A. Collins. National Science Education Standards: A Political Document. , 1998 .
[32] Jo Ellen Roseman,et al. Project 2061 analyses of middle-school science textbooks: A response to holliday , 2003 .
[33] Joseph Krajcik,et al. Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom , 2005 .
[34] J. Shea. National Science Education Standards , 1995 .
[35] Milena K. Nigam,et al. The Equivalence of Learning Paths in Early Science Instruction: Effects of Direct Instruction and Discovery Learning , 2022 .
[36] D. E. Stokes. Pasteur's Quadrant: Basic Science and Technological Innovation , 1997 .
[37] Joseph Krajcik,et al. Teaching Science in Elementary and Middle School Classrooms: A Project-Based Approach , 2002 .
[38] Amos Dreyfus,et al. The Pupil and the Living Cell: A Taxonomy of Dysfunctional Ideas about an Abstract Idea. , 1989 .
[39] Janet L. Kolodner,et al. Learning by Design from Theory to Practice , 1998 .
[40] Piet Lijnse,et al. Energy between the life‐world of pupils and the world of physics , 1990 .
[41] S. Ralph Powers,et al. National association for research in science teaching , 1931 .
[42] Charles M. Reigeluth,et al. The elaboration theory: Guidance for scope and sequence decisions. , 1999 .
[43] Charles M. Reigeluth,et al. Instructional-Design Theories and Models: A New Paradigm of Instructional Theory , 1999 .
[44] Allan Collins,et al. Design Research: Theoretical and Methodological Issues , 2004 .
[45] Janet L. Kolodner,et al. Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice , 2003 .
[46] Joseph Krajcik,et al. Achieving standards in urban systemic reform: An example of a sixth grade project‐based science curriculum , 2004 .
[47] Joseph Krajcik,et al. Performance of Students in Project-Based Science Classrooms on a National Measure of Science Achievement. , 2002 .
[48] Christian D. Schunn,et al. Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit , 2008 .
[49] Daniel C. Edelson,et al. On The Content Of Task-Structured Science Curricula , 2006 .
[50] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[51] Marcia C. Linn,et al. Internet Environments for Science Education , 2004 .
[52] R. G. Duncan,et al. Beyond the fringe: Building and evaluating scientific knowledge systems , 2009 .
[53] Benjamin S. Bloom,et al. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives , 2000 .
[54] J. Mintzes,et al. Understanding cellular respiration: An analysis of conceptual change in college biology , 1994 .
[55] Jack R. Lohmann. Refining our Focus , 2008 .
[56] Milbrey W. McLaughlin,et al. Understanding Teaching in Context. , 1992 .
[57] R. Driver,et al. Making sense of secondary science , 1994 .
[58] J. Kolodner,et al. Toward implementing distributed scaffolding: Helping students learn science from design , 2005 .
[59] C. Gayford,et al. Some aspects of the problems of teaching about energy in school biology , 1986 .
[60] Matthew M. Mehalik,et al. Middle‐School Science Through Design‐Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction , 2008 .
[61] C. Hmelo‐Silver,et al. Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) , 2007 .
[62] W. Sandoval,et al. Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry , 2004 .
[63] Joel J. Mintzes,et al. Naive Theories in Biology: Children's Concepts of the Human Body. , 1984 .
[64] J. Dewey,et al. Interest and Effort in Education , 1975 .
[65] Joseph Krajcik,et al. Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform , 2000 .
[66] John Sweller,et al. Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..
[67] F. Manganello. Constructivist Instruction: Success or Failure? , 2010 .
[68] J. Nussbaum,et al. Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy , 1982 .
[69] Richard E. Clark,et al. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .