Designing for Science

Designing for Science

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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 qpractical implicationsq subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking.For the cluster a€œexplaining falling bodies, a€ the facet ending in 0 again represents a more conceptual understanding and the facet ... For example, the code 058 is a generalized explanation that just repeats procedures, whereas in the falling bodies cluster, ... For example, Table 4 includes some of the Project 2061 benchmarks for understanding force and motion along with the relevant clusters of facets.

Title:Designing for Science
Author: Kevin Crowley, Christian D. Schunn, Takeshi Okada
Publisher:Psychology Press - 2001-03-01

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