Design-based science and real-world problem-solving

International Journal of Science Education

Volumn 27, Issue 7, 2005, Pages 855-879

  Fortus, David ^a   Krajcik, Joseph ^b   Dershimer, Ralph Charles ^b   Marx, Ronald W ^c   Mamlok Naaman, Rachel ^d  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

^c UNIVERSITY OF ARIZONA   (United States)

^d WEIZMANN INSTITUTE OF SCIENCE   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 22144461074     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500690500038165     Document Type: Article

References (73)

1. AAAS (1990). Science for all Americans. New York: Oxford University Press.
2. Adams, L., Kasserman, J., Yearwood, A., Perfetto, G., Bransford, J.D., & Franks, J. (1988). Memory access: The effects of facts versus problem-oriented acquisition. Memory & Cognition, 16, 167-175.
3. Association for Science Education (1988). Technological education and science in schools. Hatfield: Author.
4. Barrows, H.S. (1985). How to design a problem-based curriculum for the preclinical years. New York: Springer.
5. Bartel, A.P., Lichtenberg, F.R., & Vaughan, R.J. (1992). Technological change, trade, and the need for educated employees: Implications for economic policy (NCEE Brief). Washington, DC: National Center on Education and Employment.
6. Bassok, M., & Holyoak, K.J. (1993). Pragmatic knowledge and conceptual structure: Determinants of transfer between quantitative domains. In D.K. Detterman, & R.J. Sternberg (Eds.) Transfer on trial: Intelligence, cognition, and instruction (pp. 68-98). Norwood, NJ: Ablex.
7. Baynes, K. (1994). Designerly play. Loughborough: Loughborough University of Technology.
8. Bjork, R.A., & Richardson-Klavhen, A. (1989). On the puzzling relationship between environment context and human memory. In C. Izawa (Ed.) Current issues in cognitive processes: The Tulane Flowerree symposium on cognition. Hillsdale, NJ: Lawrence Erlbaurn Associates.
9. Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A.S. (1991). Motivating project-based learning. Educational Psychologist, 26(3 & 4), 369-398.
10. Bransford, J.D., & Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61-100.
11. Brown, A.L., & Kane, M.J. (1988). Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20, 493-523.
12. Bucciarelli, L.L. (1994). Designing engineers. Cambridge, MA: MIT Press.
13. Chi, M.T.H., Bassok, M., Lewis, M., Reimann, M., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems, Cognitive Science, 13, 145-182.
14. Chi, M.T.H., de Leeuw, N., Chiu, M.-H., & Lavancher, C. (1994a). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
15. Chi, M.T.H., Slotta, J.D., & de Leeuw, N. (1994b). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
16. Cohen, J., Cohen, P., West, S.G., & Aiken, L.S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Erlbaum.
17. Costa, A.L. (1985). Teacher behaviors that enable student thinking. In A.L. Costa (Ed.) Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
18. CTGV (1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291-315.
19. Davis, M., Hawley, P., McMullan, B., & Spilka, G. (1997). Design as a catalyst for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
20. De Corte, E. (2002). Designing learning environments that foster the productive use of acquired knowledge and skills. Paper presented at the 110th Annual Convention of the American Psychological Association, Chicago, IL.
21. Detterman, D.K. (1993). The case for the prosecution: Transfer as epiphenomenon. In D.K. Detterman, & R. Sternberg (Eds.) Transfer on trial: intelligence, cognition, and instruction (pp. 1-38). Norwood, NJ: Ablex.
22. Evans, J.S.B.T. (1989). Bias in human reasoning. Hillsdale, NJ: Lawrence Erlbaum Associates.
23. Fortus, D., Dershimer, R.C., Krajcik, J.S., Marx, R.W., & Mamlok, R. (2002). Design-based science and student learning. Paper presented at the National Association of Research in Science Teaching, New Orleans, LO
24. Frederiksen, N (1986). Toward a broader conception of human intelligence. In R.J. Sternberg and R.K. Wagner (Eds.) Practical intelligence: Nature and origins of competence in the everyday world. New York: Cambridge University Press.
25. Gick, M.L., & Holyoak, K.J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
26. Glass, A.L., Holyoak, K.J., & Santa, J.L. (1979). Cognition. Reading, MA: Addison-Wesley.
27. Gray, J., Camp, P.J., Holbrook, J.K., & Kolodner, J.L. (2001). Science talk as a way to assess student transfer and learning: Implications for formative assessment. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
28. Hendrickson, G., & Schroeder, W.H. (1941). Transfer of training in learning to hit a submerged target. The Journal of Educational Psychology, 32, 205-213.
29. James, W. (1890). The principles of psychology (Vol. 2). New York: Dover.
30. Jones, B.F., & Idol, L. (1990). Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
31. Judd, C.H. (1908). The relation of special training to general intelligence. Educational Review, 36, 28-42.
32. Kafai, Y., & Ching, C.C. (1998). Talking science through design: Children's science discourse within software design activities. Paper presented at the International Conference of the Learning Sciences, Georgia Tech University, Atlanta GA.
33. Kasarda, J.D. (Ed.). (1988). Population and employment change in the United States: Past, present, and future. Washington, DC: National Research Council, Transportation Research Board.
34. Katona, G. (1940). Organizing and memorizing. New York: Columbia University Press.
35. Kimbell, R., Stables, K., & Green, R. (1996). Understanding practice in design and technology Buckingham: Open University Press.
36. Klahr, D., & Carver, S.M. (1988). Cognitive objectives in a LOGO debugging curriculum: Instruction, learning, and transfer. Cognitive Psychology, 20, 362-404.
37. Kolodner, J.L. (1993). Case-based reasoning San Mateo, CA: Morgan Kaufman Publishers.
38. Krajcik, J.S., Blumenfeld, P.C., Marx, R.W., Bass, K.M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of the Learning Sciences, 7(3&4), 313-350.
39. Krajcik, J.S., Marx, R.W., Blumenfeld, P.C., Soloway, E., & Fishman, B. J (2000). Inquiry based science supported by technology: Achievement and motivation among urban middle school students. Paper presented at the The Annual Meeting of the American Educational Research Association, New Orleans, LA.
40. Layton, D (1993). Technology's challenge to science education. Buckingham: Open University Press.
41. Lee, A.Y. (1998). Transfer as a measure of intellectual functioning. In S. Soraci, & W.J. McIlvane (Eds.) Perspectives on fundamental processes in intellectual functioning: A survey of research approaches (Vol. 1, pp. 351-366). Stamford, CT: Ablex.
42. Linn, M.C. (1992). The computer as learning partner: Can computer tools teach science? In L. Sheingold, G. Roberts, & S.M. Malcolm (Eds.) This year in school science 1991: Technology for teaching and learning (pp. 31-69). Washington, DC: American Association for the Advancement of Science.
43. Linn, M.C. (1997). Learning and instruction in science education: Taking advantage of technology. In D. Tobin, & B.J. Fraser (Eds.) International handbook of science education. Dorderecht: Kluwer.
44. Lipman, M. (1991). Thinking in education. New York: Cambridge University Press.
45. Littlefield, J., Delclos, V.R., Lever, S., Clayton, K., Bransford, J.D., & Franks, J (1988). Learning LOGO: Method of teaching, transfer of general skills, and attitudes toward school and computers. In R.E. Mayer (Ed.) Teaching and learning computer programming. Hillsdale, NJ: Lawrence Erlbaum Associates.
46. Lockhart, R.S., Lamon, M., & Gick, M.L. (1988). Conceptual transfer in simple insight problems. Memory & Cognition, 16, 36-44.
47. Mamlok, R., Dershimer, R.C., Fortus, D., Krajcik, J.S., & Marx, R.W. (2001). Learning science by designing artifacts (LSDA) - A case study of the development of a design-based science curriculum. Paper presented at the NARST 2001.
48. Michael, A.L., Klee, T., & Bransford, J.D. (1993). The transition from theory to therapy: Test of two instructional models. Applied Cognitive Psychology, 7, 139-154.
49. Michigan Department of Education (1996). Michigan curriculum framework. Lansing, MI: Michigan Department of Education.
50. National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
51. NCEE (1997) Performance standards (Vol. 2), Middle School. Washington, DC: National Center on Education and the Economy.
52. Nickerson, R.S. (1994). The teaching of thinking and problem solving. In R.J. Sternberg (Ed.), Thinking and problem solving. San Diego, CA: Academic Press.
53. Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
54. Penner, D.E., Lehrer, R., & Schauble, L. (1998). From physical models to biomechanics: A design-based modeling approach. The Journal of the Learning Sciences, 7(3&4), 429-449.
55. Puntambekar, S., & Kolodner, J.L. (1998). The design diary: A tool to support students in learning science by design.
56. Reed, S.K., Ernst, G.W., & Banerji, R. (1974). The role of analogy in transfer between similar problem states. Cognitive Psychology, 6, 436-450.
57. Reitman, W. (1964). Heuristic decision procedures, open constraints, and the structure of ill-defined problems. In M.W. Shelley, & G.L. Bryan (Eds) Human judgments and optimality. (pp. 282-315). New York: John Wiley & Sons.
58. Roberts, P. (1995). The place of design in technology education. In D. Layton (Ed.) Innovations in science and technology education (Vol. V). UNESCO.
59. Roth, W.-M. (1996). Art and artifact of children's designing: A situated cognition perspective. The Journal of the Learning Sciences, 5(2), 129-166.
60. Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9, 177-199.
61. Schoenfeld, A.H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
62. Secretary's Commission on Achieving Necessary Skills (1992). Learning a living: A blueprint for high performance. Washington, DC: US Department of Labor.
63. Sharan, Y., & Sharan, S. (1989). Group investigation expands cooperative learning. Educational Leadership, 47(4), 17-21.
64. Simon, H.A. (1973). The structure of ill-structured problems. Artificial Intelligence, 4, 181-201.
65. Singer, J., Marx, R.W., Krajcik, J.S., & Chambers, J.C. (2000) Designing curriculum to meet national standards. Paper presented at the AERA 2000.
66. Singley, M.K., & Anderson, J.R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.
67. Songer, N.B. (1996). Exploring learning opportunities in coordinated network-enhanced classrooms: A case of kids as global scientists. The Journal of the Learning Sciences, 5, 297-328.
68. Thompson, B. (2002). What future quantitative social science research could look like: Confidence intervals for effect sizes. Educational Researcher, 31(3), 25-32.
69. Thorndike, E.L., & Woodworth, R.S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261.
70. Wason, P.C., & Johnson-Laird, P.N. (1972). Psychology of reasoning. Structure and content. Cambridge, MA: Harvard University Press.
71. Wertheimer, M. (1945). Productive thinking. New York: Harper & Row.
72. White, B.C., & Frederiksen, N. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 39-66.
73. Woodrow, H. (1927). The effect of the type of training upon transference. Journal of Educational Psychology, 18, 159-172.