Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

Educational Psychologist

Volumn 26, Issue 3-4, 1991, Pages 369-398

  Blumenfeld, Phyllis C ^a   Soloway, Elliot ^a   Marx, Ronald W ^a   Krajcik, Joseph S ^a   Guzdial, Mark ^a   Palincsar, Annemarie ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84953031260     PISSN: 00461520     EISSN: 15326985     Source Type: Journal    
DOI: 10.1080/00461520.1991.9653139     Document Type: Article

References (90)

1. Ames, C, & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
2. Anderson, C. W., & Roth, J. K. (1989). Teaching for meaningful and self-regulated learning of science. In J. Brophy (Ed.), Teaching for meaningful understanding and self-regulated learning (pp. 265-309). Greenwich, CT: JAI.
3. Anderson, C. W., & Smith, E. (1987). Teaching science. In V. Koehler (Ed.), Educator's handbook: A research perspective (pp. 84-11). New York: Longman.
4. Anderson, J., Boyle, C, & Reiser, B. (1985). Intelligent tutoring systems. Science, 228, 456-462.
5. Anderson, L. (1989). Classroom instruction. In M. Reynolds (Ed.), Knowledge base of the beginning teacher (pp. 101-115). New York: American Association of Colleges for Teacher Education/Pergamon.
6. Bennett, N., DesForges, C, Cockburn, A., & Wilkinson, B. (1984). The quality of pupil learning experiences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
7. Blumenfeld, P. C. (in press). The task and the teacher: Enhancing student thoughtfulness in science. In J. Brophy (Ed.), Advances in research on teaching: Planning and managing learning tasks and activities (Vol. 3). Greenwich, CT: JAI.
8. Blumenfeld, P., & Meece, J. (1988). Task factors, teacher behavior and students' involvement and use of learning strategies in science. Elementary School Journal, 88, 235-250.
9. Blumenfeld, P. C., Mergendoller, J., & Swarthout, D. (1987). Task as a heuristic for understanding student learning and motivation. Journal of Curriculum Studies, 19, 135-148.
10. Blumenfeld, P. C., Puro, P., & Mergendoller, J. (in press). Translating motivation into thoughtfulness. In H. Marshall (Ed.), Supporting student learning: Roots of educational restructuring. Norwood, NJ: Ablex.
11. Blumenfeld, P. C., Soloway, E., Urdan, T., & Brade, K. (1991, July). Designing instruction: Improving planning of preservice teachers. Paper presented at the NATO (North Atlantic Treaty Organization) Workshop on Computers and Instruction, Amsterdam.
12. Bossert, (1989). Cooperative activities in classrooms. In E. Rothkoph (Ed.), Review of research in education (pp. 225-250). Washington, DC: American Educational Research Association.
13. Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53, 499-518.
14. Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18, 200-215.
15. Brophy, J. (1989). Advances in research on teaching: Teaching for understanding (Vol. 1). Greenwich, CT: JAI.
16. Brophy, J., & Alleman, (1991). Activities as instructional tools: A framework for instructional analysis and evaluation. Educational Researcher, 20, 9-23.
17. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition of learning. Educational Researcher, 18, 32-42.
18. Brunner, C, Hawkins, J., Mann, F., & Moller, B. (1990). Designing INQUIRE. In B. Bowen (Ed.), Design for learning: Research-based design of technology for learning (pp. 27-34).
19. Cupertino, CA: Apple Computer Company. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillan. Cognition and Technology Group. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19, 2-10.
20. Confrey, J. (1990). A review of the research on student conceptions in mathematics, science, and programming. In C. B. Cazden (Ed.), Review of research in education (pp. 3-56). Washington, DC: American Educational Research Association.
21. Cohen, E. (1986). Designing groupwork. New York: Teachers College Press.
22. Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.
23. Corno, L., & Rohrkemper, M. (1985). The intrinsic motivation to learn in classrooms. In C. Ames & R. Ames (Eds.), Research on motivation in education: The classroom milieu (Vol. 2, pp. 53-84). New York: Academic.
24. Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
25. diSessa, A. (1982). Unlearning Aristotelian physics: A study of knowledge-based learning. Cognitive Science, 6, 37-75.
26. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-200.
27. Doyle, W. (1986). Classroom organization and management. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 392-431). New York: Macmillan.
28. Doyle, W., Sanford, J., Clements, B., French, B., & Emmer, E. (1983). Managing academic tasks. An interim report of the junior high school study (Research and Development Rep. No. 6186). Austin: University of Texas, Research and Development Center for Teacher Education.
29. Driver, R., & Oldham, V. (1986). A constructionist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
30. Dweck, C. S., & Elliot, E. S. (1983). Achievement motivation. In P. Mussen (Ed.), Handbook of child psychology (pp. 643-691). New York: Wiley.
31. Eichinger, D. C., Anderson, C. W., Palincsar, A. S., & David, Y. M. (1991, April). An illustration of the roles of content knowledge, scientific argument, and social norms in collaborative problem solving. Paper presented at the meeting of the American Educational Research Association, Chicago.
32. Friedler, Y., Nachmias, R., & Linn, M. (1990). Learning scientific skills in microcomputer-based laboratory. Journal of Research in Science Teaching, 27, 173-189.
33. Good, T., McCaslin, M., & Reyes, B. (in press). Investigating workgroups to promote problem solving in mathematics. In J. Brophy (Ed.), Advances in research on teaching: Planning and managing learning tasks and activities (Vol. 3). Greenwich, CT: JAI Press.
34. Goodlad, J. (1983). A place called school. New York: McGraw-Hill.
35. Guzdial, M., & Soloway, E. (1991, July). MediaText: Design rationale and classroom experiences. Presented at the Workshop on Intelligent MultiMedia Interfaces, Anaheim, CA.
36. Harel, I., & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments, 1, 1-32.
37. Harter, S. (1983). Developmental perspectives on the self system. In P. Mussen (Ed.), Handbook of child psychology (Vol. 4, pp. 275-386). New York: Wiley.
38. Hawkins, J., & Pea, R. D. (1987). Tools for bridging the cultures of everyday and scientific thinking. Journal for Research in Science Teaching, 24, 291-307.
39. Hofstein, A., & Lunetta, V. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52, 201-217.
40. Kafai, Y. (1989). What happens if you introduce an intelligent tutoring system in the classroom: A case study of the Geometry Tutor. In Proceedings of the National Educational Computing Conference (pp. 46-57). Eugene, OR: University of Oregon, International Society of Technology in Education.
41. Kozma, R. B., Russell, J., Johnston, J., & Dershimer, C. (1991). College students understanding of chemical equilibrium. Unpblished manuscript, University of Michigan, National Center for Research and Improvement of Post-Secondary Teaching and Learning, Ann Arbor.
42. Krajcik, J. S.,Layman, J. W. (1989, April). Middle school teachers'conceptions of heat and temperature: Personal and teaching knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco.
43. Krajcik, J. S., Layman, J. W., Starr, M. L., & Magnusson, S. (1991, April). The development middle school teachers' content knowledge and pedagogical content knowledge of heat energy and temperature. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
44. Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-309.
45. Lewis, E. L., & Linn, M. C. (1989, April). Heat energy and temperature concepts of adolescents and experts: Implications for curricular improvement. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco.
46. Linn, M., Songer, N. B., Lewis, E. L., & Stern, J. (1991). Using technology to teach thermodynamics: Achieving integrated understanding. In D. L. Ferguson (Ed.), Advanced technologies in the teaching of mathematics and science. Berlin: Springer-Verlag.
47. Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. Snow & M. Farr (Eds.), Aptitude, learning, and instruction: Conative and affective process analyses (Vol. 3, pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
48. Marx, R. W., & Walsh, J. (1988). Learning from academic tasks. Elementary School Journal, 88, 207-220.
49. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
50. Meece, J. L., Blumenfeld, P. C., & Puro, P. (1989). A motivational analysis of elementary science learning environments. In M. Matyas, K. Tobin, & B. Fraser (Eds.), Looking into. windows: Qualitative research in science education (pp. 13-23). Washington, DC: American Association for the Advancement of Science.
51. Mokros, J. R., & Tinker, R. F. (1987). The impact of microcomputer-based labs on children's ability to interpret graphs. Journal of Research in Science Teaching, 24, 369-383.
52. Nachmias, R., & Linn, M. C. (1987). Evaluations of science laboratory data: The role of computer-presented information. Journal of Research in Science Teaching, 24, 491-506.
53. Nicholls, J. G., Patashnick, M., & Nolen, S. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692.
54. Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
55. Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, II, 183-200.
56. Osborne, R., & Freyberg, P. (1985). Learning in science: The implications of children's science. London: Heinemann.
57. Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
58. Pea, R. D., Boyle, E., & de Vogel, R. (1990). Design spaces for multimedia composition. In B. Bowen (Ed.), Design for learning (pp. 37-41). Cupertino, CA: Apple Computer Company.
59. Pintrich, P. R., & De Groot, E. W. (1990). Motivational and self-regulated learning components of classroom academic. Journal of Educational Psychology, 82, 33-40.
60. Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82, 41-50.
61. Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16, 13-20.
62. Rohrkemper, M., & Corno, L. (1988). Success and failure on classroom tasks: Adaptive learning and classroom teaching. Elementary School Journal, 88, 297-312.
63. Rosenshine, B. V. (1987). Explicit teaching. In D. C. Berliner & B. Rosenshine (Eds.), Talks to teachers (pp. 75-92). New York: Lane Akers.
64. Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376-391). New York: Macmillan.
65. Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18, 42-50.
66. Salomon, G-, & Globerson, T. (1987). Skill may not be enough: The role of mindfulness in learning and transfer. International Journal of Educational Research, 11, 623-638.
67. Salomon, G., Perkins, D., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20, 2-9.
68. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37-68.
69. Scardamalia, M., Bereiter, C, McLean, R., Swallow, J., & Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5, 51-68.
70. Schon, D. (1983). The reflective practitioner. New York: Basic.
71. Shavelson, R., & Stern, P. (1981). Research on teacher's pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51, 455-498.
72. Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: Macmillan.
73. Shulman, L. S. (1987). Knowledge and teaching. Harvard Educational Review, 56, 1-22.
74. Sizer, T. (1984). Horace's compromise: The dilemma of the American high school. Boston: Houghton-Mifflin.
75. Slavin, R. E. (1983). Cooperative learning. New York: Longman.
76. Smith, C, & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5, 1-20.
77. Soloway, E. (1991a). Design's the name… Technology's the game. In B. Bowen (Ed.), Accelerating innovation (pp. 71-78). Cupertino, CA: Apple Computer Company.
78. Soloway, E. (1991b, June). Mediatext: The Brownie instamatic of multimedia. Paper presented at the National Educational Computing Conference, Phoenix.
79. Stake, R. E., & Easley, J. A. (1978). Case studies in science education (Vol. 2). Washington, DC: U.S. Government Printing Office (No. 038-000-0037603).
80. Suppes, P. (1980). Computer-based mathematics instruction. In R. P. Taylor (Ed.), The computer in the school: Tutor, tool, tutee (pp. 215-230). New York: Teachers College Press.
81. Tinker, R. F., & Papert, S. (1989). Tools for science education. In J. Ellis (Ed.), 1988 AETS yearbook: Information technology and science education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
82. Tobin, K., & Capie, W. (1988). Active teaching for higher cognitive learning in science. International Journal of Science Education, 10, 17-27.
83. Toulmin, S. E. (1972). Human understanding. Princeton, NJ: Princeton University Press.
84. Webb, N. (1982). Student interaction and learning in small groups. Review of Educational Research, 52, 421-445.
85. Weinstein, C, & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: Macmillan.
86. White, B. Y., & Horwitz, P. (1987). ThinkerTools: Enabling children to understand physical laws (BBN Report No. 8470). Cambridge, MA: Bolt Beranek, & Newman.
87. Winne, P. H., & Marx, R. W. (1982). Students' and teachers' views of thinking processes for classroom learning. Elementary School Journal, 82, 493-518.
88. Winne, P. H., & Marx, R. W. (1987). The best tools teachers have-their students' thinking. In D. C. Berliner & B. Rosenshine (Eds.), Talks to teachers (pp. 267-304). New York: Lane
89. Akers. Winne, P. H., & Marx, R. W. (1989). A cognitive-processing analysis of motivation with classroom tasks. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 223-257). New York: Academic.
90. Wittrock, M. (1986). Students' thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 297-327). New York: Macmillan.