A microgenetic classroom study of learning to reason scientifically through modeling and argumentation

Computer-Supported Collaborative Learning Conference, CSCL

Volumn , Issue PART 3, 2008, Pages 14-15

  Chinn, Clark A ^a   Duschl, Richard A ^a   Duncan, Ravit Golan ^a   Buckland, Luke A ^a   Pluta, William J ^a  

^a RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CLASSROOM STUDY; MIDDLE SCHOOL STUDENTS; SCIENCE CURRICULUM;

COMPUTER SCIENCE;

CURRICULA;

EID: 84880431445     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (4)

1. Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, D.C.: National Academies Press.
2. Longino, H. E. (2002). The fate of knowledge. Princeton, NJ: Princeton University Press.
3. Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.
4. Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.