Scaffolding students’ knowledge integration: Prompts for reflection in KIE

International Journal of Science Education

Volumn 22, Issue 8, 2000, Pages 819-837

  Davis, Elizabeth A ^a   Linn, Marcia C ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001287846     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/095006900412293     Document Type: Article

References (24)

1. BELL, P., DAVIS, E. A. and LINN, M. C. (1995) The knowledge integration environment: theory and design. In Proceedings of the Computer Supported Collaborative Learning Conference (CSCL 1995: Bloomington, IN) (Mahwah, NJ: Lawrence Erlbaum Associates), 14-21.
2. BIELACZYC, K., PIROLLI, P. L. and BROWN, A. L. (1995) Training in self-explanation and selfregulation strategies: investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13(2), 221-252.
3. BROWN, A. L. and PALINCSAR, A. S. (1989) Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (ed.), Knowing, learning, and instruction: essays in honor of Robert Glaser (Hillsdale, NJ: Lawrence Erlbaum Associates), 393-451.
4. CHI, M. T. H., BASSOK, M., LEWIS, M. W., REIMANN, P. and GLASER, R. (1989) Selfexplanations: how students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
5. CHI, M. T. H., DELEEUW, N., CHIU, M. H. and LA VANCER, C. (1994) Eliciting self-explanations improves understanding. Cognitive Science, (18), 439-477.
6. CLARK, H. C. (1996) Design of performance based assessments as contributors to student knowledge integration. Unpublished doctoral dissertation, University of California at Berkeley, Berkeley, CA.
7. COLLINS, A., BROWN, J. S. and HOLUM, A. (1991) Cognitive apprenticeship: making thinking visible. American Educator, 15(3), 6-11, 38-39.
8. DAVIS, E. A. (1998) Scaffolding students’ reflection for science learning. Unpublished doctoral dissertation, University of California at Berkeley, Berkeley, CA.
9. FLOWER, L. S. and HAYES, J. R. (1980) The dynamics of composing: making plans and juggling constraints. In L. W. Gregg and E. R. Steinberg (ed.), Cognitive Processes in Writing (Hillsdale: Erlbaum).
10. GUNSTONE, R. F., GRAY, C. M. R. and SEARLE, P. (1992) Some long-term effects of uninformed conceptual change. Science Education, 76(2), 175-197.
11. HSI, H.-R. S. (1997) Facilitating knowledge integration in science through electronic discussion: the Multimedia Forum Kiosk. Unpublished doctoral dissertation, University of California at Berkeley, Berkeley, CA.
12. LAN, W. Y. (1996) The effects of self-monitoring on students’ course performance, use of learning strategies, attitude, self-judgement ability, and knowledge representation. The Journal of Experimental Education, 64(2), 101-115.
13. LINN, M. C. (1995) Designing computer learning environments for engineering and computer science: the scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126.
14. LINN, M. C. (2000) Designing the Knowledge Integration Environment: The partnership inquiry process. International Journal of Science Education, 22(8), 781-796.
15. LINN, M. C. and CLANCY, M. J. (1992) Can experts’ explanations help students develop program design skills? International Journal of Man-Machine Studies, 36(4), 511-551.
16. LINN, M. C. and EYLON, B.-S. (1996) Lifelong science learning: a longitudinal case study. In Proceedings of Cognitive Science Society 1996 (Mahwah, NJ: Lawrence Erlbaum Associates), 597-602.
17. LINN, M. C. and SONGER, N. B. (1991) Teaching thermodynamics to middle school students: what are appropriate cognitive demands? Journal of Research in Science Teaching, 28(10), 885-918.
18. LINN, M. C., SONGER, N. B. and EYLON, B. S. (1996) Shifts and convergences in science learning and instruction. In R. Calfee and D. Berliner (eds.), Handbook of educational psychology (Riverside, NJ: Macmillan), 438-490.
19. SCARDAMALIA, M. and BEREITER, C. (1991) Higher levels of agency for children in knowledge building: a challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1, 37-68.
20. SCHOENFELD, A. H. (1987) What’s all the fuss about metacognition? In A. H. Schoenfeld (ed.), Cognitive Science andMathematics Education (Hillsdale, NJ: Lawrence Erlbaum Associates).
21. TIEN, L. T., RICKEY, D. and STACY, A. M. (1999) The MORE cycle: Guiding students’ thinking in the laboratory. Journal of College Science Teaching, 18(5), 318-324.
22. VYGOTSKY, L. S. (1978) Mind in society: the development of higher psychological processes (M. Cole et al. series ed.) (Cambridge, MA: Harvard University Press).
23. WEBB, N. M. (1983) Predicting learning from student interaction: defining the interaction variables. Educational Psychologist, 18(1), 33-41.
24. WHITE, B. and FREDERIKSEN, J. (1998) Inquiry, modelling, and metacognition: making science accessible to all students. Cognition and Instruction, 16(1), 3-118.