Designing for Science: Implications from Everyday, Classroom, and Professional Settings
Kevin Crowley (Editor), Christian D. Schunn (Editor), Takeshi OkadaBooks.org participates in affiliate programs including Bookshop.org and the Amazon Services LLC Associates Program. We may earn a commission from qualifying purchases made through links on this page, at no additional cost to you.
Overview
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 "practical implications" subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking.
Synopsis
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 "practical implications" subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking.
Booknews
In April 1998 at the University of Pittsburgh, researchers gathered from a wide range of disciplines, but primarily psychology and education, who were investigating how best to teach science in one of three realms: professional scientists pursuing research and development in the laboratory; elementary, secondary, and college classroom; and the explorations of adults and children as they go about their lives or visit museums. The 16 papers that emerged discuss theories and models that might be applied across those realms. Annotation c. Book News, Inc., Portland, OR (booknews.com)