Toward implementing distributed scaffolding: Helping students learn science from design
In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities. Both were enacted in the context of an approach to learning science from design called learning by design (LBD). In our first study, we desi...
Saved in:
| Published in | Journal of research in science teaching Vol. 42; no. 2; pp. 185 - 217 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley Subscription Services, Inc., A Wiley Company
01.02.2005
John Wiley & Sons, Inc Wiley |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/tea.20048 |
Cover
| Abstract | In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities. Both were enacted in the context of an approach to learning science from design called learning by design (LBD). In our first study, we designed and integrated a paper‐and‐pencil scaffolding tool, the design diary, into an LBD unit to support students' design‐related activities. We learned two important lessons from the first study. First, we refined our understanding of the processes involved in designing and the ways we might present those processes to students. Second, and more important, we observed that in the dynamic, complex environment of the classroom, not all of the scaffolding could be provided with any one tool or agent. We found that students need multiple forms of support and multiple learning opportunities to learn science successfully from design activities. In our next study, we provided additional support through an organized system of tools and agents. Our analysis of data from the second study leads us to believe that supporting multiple students in a classroom requires us to rethink the notion of scaffolding as it applied to groups of learners in a classroom. We put forth the notion of distributed scaffolding as an approach to supporting hands‐on inquiry learning in a classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 185–217, 2005 |
|---|---|
| AbstractList | In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities. Both were enacted in the context of an approach to learning science from design called learning by design (LBD). In our first study, we designed and integrated a paper‐and‐pencil scaffolding tool, the design diary, into an LBD unit to support students' design‐related activities. We learned two important lessons from the first study. First, we refined our understanding of the processes involved in designing and the ways we might present those processes to students. Second, and more important, we observed that in the dynamic, complex environment of the classroom, not all of the scaffolding could be provided with any one tool or agent. We found that students need multiple forms of support and multiple learning opportunities to learn science successfully from design activities. In our next study, we provided additional support through an organized system of tools and agents. Our analysis of data from the second study leads us to believe that supporting multiple students in a classroom requires us to rethink the notion of scaffolding as it applied to groups of learners in a classroom. We put forth the notion of distributed scaffolding as an approach to supporting hands‐on inquiry learning in a classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 185–217, 2005 In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities. Both were enacted in the context of an approach to learning science from design called learning by design (LBD). In our first study, we designed and integrated a paper-and-pencil scaffolding tool, the design diary, into an LBD unit to support students' design-related activities. We learned two important lessons from the first study. First, we refined our understanding of the processes involved in designing and the ways we might present those processes to students. Second, and more important, we observed that in the dynamic, complex environment of the classroom, not all of the scaffolding could be provided with any one tool or agent. We found that students need multiple forms of support and multiple learning opportunities to learn science successfully from design activities. In our next study, we provided additional support through an organized system of tools and agents. Our analysis of data from the second study leads us to believe that supporting multiple students in a classroom requires us to rethink the notion of scaffolding as it applied to groups of learners in a classroom. We put forth the notion of "distributed scaffolding" as an approach to supporting hands-on inquiry learning in a classroom. |
| Author | Puntambekar, Sadhana Kolodner, Janet L. |
| Author_xml | – sequence: 1 givenname: Sadhana surname: Puntambekar fullname: Puntambekar, Sadhana email: puntambekar@education.wisc.edu organization: Educational Psychology, University of Wisconsin, 1025 W. Johnson St., Madison, Wisconsin 53706-1796 – sequence: 2 givenname: Janet L. surname: Kolodner fullname: Kolodner, Janet L. organization: College of Computing, Georgia Institute of Technology, Atlanta, Georgia 30332-0280 |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ760092$$DView record in ERIC http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=16626533$$DView record in Pascal Francis |
| BookMark | eNp9kUFrGzEQhUVwIU7SQ-857KWHHjbRrna1Um_GcZI2piWw4KOYlUZB7VprpDVO_n3kOE2g0J4G5n3vMbw5IRM_eCTkU0EvCkrLyxHhoqS0EkdkWlAp8rJhfEKmSSvzilFxTE5i_EUpZbKQU7Jqhx0Ek7n1psc1-tH5h8y4OAbXbUc0WdRg7dCbtP-a3WK_2QNx3JrExqxHCD4xDr3GzIZhnRmM7sGfkQ8W-ogfX-cpaa8X7fw2X_68-TafLXPNaiFyhoJb4LySlIKprdFdU5uykcxApzsJ2DFjGymt6KTQtW1Qo0RTVIAgGDslnw-xG0iH9jaA1y6qTXBrCE-q4LzkNdtz5wcOg9Nv8uJ7wymVZZK_HGQdhhgD2vcEqva9qtSreuk1sZd_sdqNMLrBjwFc_z_HzvX49O9o1S5mfxz5wZEegY9vDgi_FW9YU6vVjxtVXZX1qhX36o49A5nDm-w |
| CODEN | JRSTAR |
| CitedBy_id | crossref_primary_10_1016_j_tate_2012_04_005 crossref_primary_10_1002_cae_22400 crossref_primary_10_1007_s10763_015_9688_4 crossref_primary_10_36106_ijar_6120856 crossref_primary_10_1186_s41039_018_0072_1 crossref_primary_10_1007_s10763_015_9681_y crossref_primary_10_1080_10494820_2021_1943687 crossref_primary_10_1080_01449290600811529 crossref_primary_10_1007_s10758_017_9299_y crossref_primary_10_1007_s10956_009_9144_8 crossref_primary_10_1080_10573569_2016_1154488 crossref_primary_10_1177_10538259221098549 crossref_primary_10_1080_09500693_2010_529177 crossref_primary_10_1002_tea_21398 crossref_primary_10_1002_tea_21794 crossref_primary_10_1007_s11251_012_9251_4 crossref_primary_10_1007_s11165_013_9366_x crossref_primary_10_1016_j_compedu_2015_10_014 crossref_primary_10_1039_D2RP00260D crossref_primary_10_5688_ajpe777150 crossref_primary_10_1002_sce_21325 crossref_primary_10_15446_profile_v20n1_63032 crossref_primary_10_1007_s11423_016_9451_8 crossref_primary_10_1002_cae_22531 crossref_primary_10_1007_s11251_010_9148_z crossref_primary_10_1080_00461520701263368 crossref_primary_10_1007_s11423_020_09779_0 crossref_primary_10_1080_10508406_2021_1888733 crossref_primary_10_1007_s10648_019_09502_3 crossref_primary_10_1080_18146627_2016_1186922 crossref_primary_10_1080_09500693_2011_569901 crossref_primary_10_1080_09575146_2011_609157 crossref_primary_10_1007_s10763_011_9322_z crossref_primary_10_1007_s11251_018_9474_0 crossref_primary_10_1080_09500693_2020_1717015 crossref_primary_10_1007_s10956_016_9672_y crossref_primary_10_1007_s10798_017_9429_9 crossref_primary_10_15717_bioedu_2010_38_1_168 crossref_primary_10_1007_s10798_011_9172_6 crossref_primary_10_14697_jkase_2014_34_2_0063 crossref_primary_10_1016_j_compedu_2006_12_013 crossref_primary_10_1039_C6RP00185H crossref_primary_10_1007_s10956_011_9323_2 crossref_primary_10_1007_s11251_023_09649_1 crossref_primary_10_1002_j_2168_9830_2012_tb01127_x crossref_primary_10_1007_s10956_011_9343_y crossref_primary_10_1007_s10956_012_9383_y crossref_primary_10_4000_rdst_2786 crossref_primary_10_1007_s10798_023_09818_w crossref_primary_10_1016_j_tate_2008_04_006 crossref_primary_10_1103_PhysRevPhysEducRes_21_010118 crossref_primary_10_3390_su152316369 crossref_primary_10_1080_09500693_2024_2349973 crossref_primary_10_1016_j_tsc_2025_101791 crossref_primary_10_1080_09500690903104457 crossref_primary_10_1080_10494820600996972 crossref_primary_10_1007_s11423_015_9370_0 crossref_primary_10_1002_tea_20328 crossref_primary_10_1002_tea_21812 crossref_primary_10_1016_j_compedu_2016_09_007 crossref_primary_10_1016_j_compedu_2020_104120 crossref_primary_10_1021_ed101197w crossref_primary_10_2190_EC_38_4_a crossref_primary_10_1002_tea_21654 crossref_primary_10_1007_s11422_018_9905_x crossref_primary_10_1080_09500690600702454 crossref_primary_10_1111_jcal_12637 crossref_primary_10_1007_s11165_017_9666_7 crossref_primary_10_3389_fpsyg_2020_587058 crossref_primary_10_1088_1361_6404_ab895c crossref_primary_10_1007_s11165_015_9471_0 crossref_primary_10_1080_00220671_2021_1872473 crossref_primary_10_3390_mti8100085 crossref_primary_10_1007_s10956_011_9349_5 crossref_primary_10_1002_sce_21010 crossref_primary_10_1007_s10798_020_09608_8 crossref_primary_10_1080_15391523_2021_1962453 crossref_primary_10_1080_2331186X_2020_1823142 crossref_primary_10_1007_s11191_020_00151_5 crossref_primary_10_1007_s10956_012_9384_x crossref_primary_10_1007_s10956_016_9647_z crossref_primary_10_1186_s40594_024_00490_7 crossref_primary_10_3390_educsci13040349 crossref_primary_10_1016_j_compedu_2011_03_003 crossref_primary_10_1007_s10763_018_9923_x crossref_primary_10_36681_tused_2024_026 crossref_primary_10_3389_feduc_2022_757627 crossref_primary_10_1007_s10648_011_9176_5 crossref_primary_10_1080_02635140903166026 crossref_primary_10_1016_j_iheduc_2005_09_007 crossref_primary_10_1080_15391523_2016_1146563 crossref_primary_10_1186_s40594_021_00274_3 crossref_primary_10_1007_s10763_017_9799_1 crossref_primary_10_1007_s10648_021_09636_3 crossref_primary_10_1007_s10798_023_09839_5 crossref_primary_10_1016_j_compedu_2013_03_009 crossref_primary_10_1016_j_stueduc_2013_11_005 crossref_primary_10_1080_00461520_2013_838920 crossref_primary_10_1039_C9RP00234K crossref_primary_10_1007_s10798_015_9340_1 crossref_primary_10_1145_3555764 crossref_primary_10_1007_s10758_025_09815_z crossref_primary_10_1007_s11412_023_09405_0 crossref_primary_10_1386_adch_00082_1 crossref_primary_10_1016_j_compedu_2011_11_010 crossref_primary_10_1111_j_1365_2729_2006_00160_x crossref_primary_10_1080_00461520_2016_1155457 crossref_primary_10_1002_sce_20289 crossref_primary_10_1007_s10639_020_10245_w crossref_primary_10_4018_jthi_2013070101 crossref_primary_10_1007_s11165_018_9757_0 crossref_primary_10_1007_s10639_023_11627_6 crossref_primary_10_21061_jte_v31i1_a_2 crossref_primary_10_1080_09500693_2016_1260179 crossref_primary_10_1002_sce_20381 crossref_primary_10_1007_s11165_008_9085_x crossref_primary_10_1080_07370000903221718 crossref_primary_10_1002_jee_20554 crossref_primary_10_1007_s10956_011_9363_7 crossref_primary_10_1016_j_eq_2017_01_002 crossref_primary_10_1007_s11251_023_09621_z crossref_primary_10_1007_s11165_014_9421_2 crossref_primary_10_1007_s10972_010_9203_2 crossref_primary_10_1080_13540602_2011_538497 crossref_primary_10_1080_09500690801953161 crossref_primary_10_33418_education_1458760 crossref_primary_10_1016_j_ijer_2017_11_002 crossref_primary_10_1016_j_iheduc_2011_09_001 crossref_primary_10_1007_s11423_015_9381_x crossref_primary_10_1145_1111293_1111301 crossref_primary_10_1080_10508406_2013_805300 crossref_primary_10_1007_s11423_010_9150_9 crossref_primary_10_3102_0034654317723009 crossref_primary_10_1080_13504622_2019_1662372 crossref_primary_10_1016_j_ijcci_2021_100295 crossref_primary_10_1080_15391523_2007_10782505 crossref_primary_10_1007_s11165_018_9807_7 crossref_primary_10_1002_sce_20391 crossref_primary_10_1155_2012_103710 crossref_primary_10_1207_s15326985ep4001_1 crossref_primary_10_1007_s10798_011_9187_z crossref_primary_10_1007_s11251_010_9127_4 crossref_primary_10_1016_j_compedu_2017_11_004 crossref_primary_10_1007_s10956_012_9396_6 crossref_primary_10_1080_02635143_2023_2264781 crossref_primary_10_1108_ILS_08_2018_0087 crossref_primary_10_1016_j_compedu_2017_05_004 crossref_primary_10_1002_sce_21518 crossref_primary_10_1007_s11423_007_9074_1 crossref_primary_10_1016_j_jmathb_2011_12_003 crossref_primary_10_1016_j_learninstruc_2010_07_007 crossref_primary_10_1007_s11191_015_9771_9 crossref_primary_10_1007_s11412_014_9206_7 |
| Cites_doi | 10.1177/002221949803100408 10.1017/CBO9781139173674.009 10.1145/274644.274672 10.1093/oso/9780195059731.001.0001 10.1177/002221949803100411 10.1207/S15327809JLS1201_4 10.3102/0013189X023007005 10.3102/0013189X032001005 10.1207/s1532690xci1302_3 10.1207/s1532690xci0102_1 10.3102/0013189X023008004 10.1207/s1532690xci1401_3 10.1177/002221949803100404 10.1207/s15516709cog1302_1 10.1080/1049482940040101 10.2307/1129563 10.1016/B978-1-55860-237-3.50005-4 10.1111/j.1469-7610.1976.tb00381.x 10.1016/0010-0277(74)90012-2 10.1207/s15327809jls0202_2 10.1207/S15327809JLS0903_2 10.4159/9780674029019 10.1007/BF02214052 10.1037/0003-066X.52.1.57 10.1207/s15327809jls0303_2 10.1207/s1532690xci1601_2 10.1207/s1532690xci0504_4 10.1177/002221949803100406 |
| ContentType | Journal Article |
| Copyright | Copyright © 2005 Wiley Periodicals, Inc. 2005 INIST-CNRS |
| Copyright_xml | – notice: Copyright © 2005 Wiley Periodicals, Inc. – notice: 2005 INIST-CNRS |
| DBID | BSCLL AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN IQODW |
| DOI | 10.1002/tea.20048 |
| DatabaseName | Istex CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Pascal-Francis |
| DatabaseTitle | CrossRef ERIC |
| DatabaseTitleList | ERIC |
| Database_xml | – sequence: 1 dbid: ERI name: ERIC url: https://eric.ed.gov/ sourceTypes: Index Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education Sciences (General) |
| EISSN | 1098-2736 |
| ERIC | EJ760092 |
| EndPage | 217 |
| ExternalDocumentID | 16626533 EJ760092 10_1002_tea_20048 TEA20048 ark_67375_WNG_4D25WT8Q_K |
| Genre | article |
| GrantInformation_xml | – fundername: EduTech Institute/Woodruff Foundation – fundername: National Science Foundation – fundername: McDonnell Foundation |
| GroupedDBID | -DZ -W8 -~X .3N .GA .Y3 05W 07C 0R~ 10A 186 1L6 1OB 1OC 2FS 31~ 33P 3SF 3WU 4.4 4R4 4ZD 50Y 50Z 51W 51X 52M 52N 52O 52P 52S 52T 52U 52W 52X 53G 5GY 5VS 66C 6TJ 702 7PT 8-0 8-1 8-3 8-4 8-5 85S 8UM 930 A03 AAESR AAEVG AAHHS AAHSB AANLZ AAONW AASGY AAXRX AAYJJ AAYOK AAZKR ABCQN ABCUV ABEML ABIJN ABIVO ABJNI ABPPZ ABPVW ABTAH ACAHQ ACBWZ ACCFJ ACCZN ACFBH ACGFO ACGFS ACHQT ACKOT ACNCT ACPOU ACSCC ACTDY ACXBN ACXQS ADBBV ADEOM ADIZJ ADKYN ADMGS ADMHG ADOZA ADXAS ADZMN AEEZP AEGXH AEIGN AEIMD AEQDE AEUQT AEUYR AFBPY AFFNX AFFPM AFGKR AFPWT AFZJQ AHBTC AI. AIAGR AIDAL AITYG AIURR AIWBW AJBDE AJXKR ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN AMBMR AMYDB ASPBG ATUGU AUFTA AVWKF AZBYB AZFZN AZVAB B-7 BAFTC BDRZF BFHJK BHBCM BMNLL BMXJE BNHUX BROTX BRXPI BSCLL BY8 CJ0 CS3 D-E D-F DCZOG DPXWK DR2 DRFUL DRMBU DRSTM DU5 EBS EJD F00 F01 F04 FEDTE G-S G.N GNP GODZA H.T H.X HBH HF~ HGLYW HVGLF HZ~ H~9 IX1 J0M JPC KQQ LATKE LAW LC2 LC3 LEEKS LH4 LITHE LOXES LP6 LP7 LPU LUTES LW6 LYRES M63 MEWTI MK4 MQT MRFUL MRSTM MSFUL MSSTM MXFUL MXSTM N04 N05 N9A NEJ NF~ NHB NNB O66 O9- OHT OIG P2P P2W P2X P4D PALCI PQQKQ Q.N Q11 QB0 QRW R.K RIWAO RJQFR ROL RWI RX1 RYL SAMSI SUPJJ TN5 TWZ UB1 UKR ULY UPT V8K VH1 VJK VQA VQP W8V W99 WBKPD WGMDG WH7 WHG WIB WIH WIK WOHZO WQJ WRC WSUWO WWE WXSBR XG1 XPP XV2 XZL YCJ YQI YQT YYQ YZZ ZCA ZCG ZHY ZY4 ZZTAW ~IA ~WT AAHQN AAMNL AANHP AAYCA ACRPL ACYXJ ADNMO AFWVQ ALVPJ YR5 AAYXX AEYWJ AGHNM AGQPQ AGYGG CITATION 7SW AAMMB AEFGJ AGXDD AIDQK AIDYY BJH BNH BNI BNJ BNO ERI PET REK WWN AAGJQ AAJUZ ABCVL ABHUG ABSRN ABWRO ACSMX ACXME ADAWD ADDAD AFVGU AGJLS IQODW |
| ID | FETCH-LOGICAL-c3588-3e86fa664900ad5fdcb75d2793dabcb9aeb3df799f8b98c5f7ece9ed14aea833 |
| IEDL.DBID | DR2 |
| ISSN | 0022-4308 |
| IngestDate | Wed Dec 20 09:37:50 EST 2023 Tue Sep 02 19:18:20 EDT 2025 Tue Jul 01 01:44:27 EDT 2025 Thu Apr 24 22:55:35 EDT 2025 Wed Jan 22 16:47:32 EST 2025 Wed Oct 30 09:55:58 EDT 2024 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 2 |
| Keywords | Classroom Science Teaching method Practical Knowledge Creative activity |
| Language | English |
| License | http://doi.wiley.com/10.1002/tdm_license_1.1 CC BY 4.0 |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c3588-3e86fa664900ad5fdcb75d2793dabcb9aeb3df799f8b98c5f7ece9ed14aea833 |
| Notes | EduTech Institute/Woodruff Foundation McDonnell Foundation ArticleID:TEA20048 istex:05C7F0D9BB5A78C019CCD589065F4CDDB9FF0CA8 ark:/67375/WNG-4D25WT8Q-K National Science Foundation |
| PageCount | 33 |
| ParticipantIDs | pascalfrancis_primary_16626533 eric_primary_EJ760092 crossref_primary_10_1002_tea_20048 crossref_citationtrail_10_1002_tea_20048 wiley_primary_10_1002_tea_20048_TEA20048 istex_primary_ark_67375_WNG_4D25WT8Q_K |
| ProviderPackageCode | CITATION AAYXX |
| PublicationCentury | 2000 |
| PublicationDate | February 2005 |
| PublicationDateYYYYMMDD | 2005-02-01 |
| PublicationDate_xml | – month: 02 year: 2005 text: February 2005 |
| PublicationDecade | 2000 |
| PublicationPlace | Hoboken |
| PublicationPlace_xml | – name: Hoboken – name: New York, NY |
| PublicationTitle | Journal of research in science teaching |
| PublicationTitleAlternate | J. Res. Sci. Teach |
| PublicationYear | 2005 |
| Publisher | Wiley Subscription Services, Inc., A Wiley Company John Wiley & Sons, Inc Wiley |
| Publisher_xml | – name: Wiley Subscription Services, Inc., A Wiley Company – name: John Wiley & Sons, Inc – name: Wiley |
| References | 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, 103-126. Davis, E.A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12, 91-142. Lehrer, R. & Romberg, T. (1996). Exploring children's data modeling. Cognition and Instruction, 14, 69-108. Atman, C.J. & Bursic, K.M. (1996). Teaching engineering design: Can reading a textbook make a difference? Research in Engineering Design, 7, 1-7. Perkins, A. (1986). Knowledge as design. Hillsdale, NJ: Erlbaum. Palincsar, A.S. (1998). Keeping the metaphor of scaffolding fresh-A response to C. Addison Stone's "The metaphor of scaffolding: Its utility for the field of learning disabilities." Journal of Learning Disabilities, 31, 370-373. Bielaczyc, K., Pirolli, P., & Brown, A.L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221-252. Hmelo, C.E., Holton, D.L., & Kolodner, J.L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9, 2-298. Bruner, J.S. (1975). From communication to language: A psychological perspective. Cognition, 3, 255-287. Jones, J. (1992). Design methods. New York: Van Nostrand. Kafai, Y.B. (1994). Minds in play: Computer game design as a context for children's learning. Hillsdale, NJ: Erlbaum. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Bielaczyc, K., Pirolli, P., & Brown, A.L. (1994). Strategy training in self-explanation and self regulation strategies for learning computer programming. (No. CSM-5). Berkeley, CA: University of California. Stone, C.A. (1998b). Should we salvage the scaffolding metaphor? Journal of Learning Disabilities, 31, 409-413. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford, UK: Oxford University Press. Palincsar, A. & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117-175. Schank, R. (1982). Dynamic memory: A theory of learning in computers and people. Cambridge, UK: Cambridge University Press. American Association for the Advancement of Science (1989). Science for all Americans. New York: Oxford University Press. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12. White, B. & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3-118. Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press. Kolodner, J.L. (1997). Educational implications of analogy: A view from case-based reasoning. American Psychologist, 52, 57-66. Chi, M.T.H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182. Bransford, J.D., Brown, A.L., Cocking, R.R. (1999). How people learn. Washington, DC: National Academy Press. Kolodner, J.L., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S. (2003). Putting a student-centered Learning by Design™ curriculum into practice: Lessons learned. Journal of the Learning Sciences, 12, 485-547. Barrows, H.S. (1985). How to design a problem based curriculum for the preclinical years. New York: Springer-Verlag. Stone, C.A. (1998a). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31, 344-364. Wertsch, J., Mcnamee, G., McLare, J., & Budwig, N. (1980). The adult-child dyad as a problem solving system. Child Development, 51, 1215-1221. Harel, I. (1991). Children designers. New York: Ablex. Christiaans, H.H.C.M. & Dorst, K.H. (1992). Cognitive models in industrial design engineering: A protocol study. Design Theory and Methodology, 42, 131-140. Brown, A.L. (1988). Motivation to learn and understand: On taking charge of one's own learning. Cognition and Instruction, 5, 311-322. Kolodner, J.L. (1993). Case-Based Reasoning. San Mateo, CA: Morgan Kaufman. Reid, D.K. (1998). Scaffolding: A broader view. Journal of Learning Disabilities, 31, 386-396. Brown, A.L. (1994). The advancement of learning. Educational Researcher, 23, 4-12. Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2, 141-178. Guzdial, M. (1995). Software-realized scaffolding to facilitate programming for science learning. Interactive Learning Environments, 4, 1-44. Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17, 89-100. Bruner, J.S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32, 1, 4-8. Koschmann, T.D., Myers, A.C., Feltovich, P.J., & Barrows, H.S. (1994). Using technology to assist in realizing effective learning and instruction: A principles approach to the use of computers in collaborative learning. Journal of the Learning Sciences, 3, 227-264. Wollman Bonilla, J.E. & Werchadlo, B. (1999). Teacher and peer roles in scaffolding first graders' responses to literature. Reading Teacher, 52, 598-608. 1995; 13 2000; 9 1986; 13 1998 1994; 23 1997 1998b; 31 1996 1994 1993 1992 1991 2002 1996; 14 1995; 4 1998a; 31 2003; 32 1978 1999 2003; 12 1998; 16 1990 2001 2000 1980; 51 1997; 52 1984; 1 1988; 5 1986 1985 1982 1999; 52 1992; 42 1976; 17 1989; 13 1994; 3 1998; 31 1992; 2 1975; 3 1989 1996; 7 Baumgartner (10.1002/tea.20048-BIB4) 1998 Palincsar (10.1002/tea.20048-BIB49) 1984; 1 Barrows (10.1002/tea.20048-BIB3) 1985 Hogan (10.1002/tea.20048-BIB31) 1997 Brown (10.1002/tea.20048-BIB10) 1992; 2 Wertsch (10.1002/tea.20048-BIB67) 1980; 51 Kolodner (10.1002/tea.20048-BIB38) 1997; 52 Kolodner (10.1002/tea.20048-BIB40) 2003; 12 Gallimore (10.1002/tea.20048-BIB24) 1990 Guzdial (10.1002/tea.20048-BIB28) 1995; 4 Puntambekar (10.1002/tea.20048-BIB51) 1997 Bell (10.1002/tea.20048-BIB5) 2000 Gargarian (10.1002/tea.20048-BIB25) 1996 Palincsar (10.1002/tea.20048-BIB48) 1998; 31 Rogoff (10.1002/tea.20048-BIB57) 1999 Bruner (10.1002/tea.20048-BIB15) 1975; 3 Wood (10.1002/tea.20048-BIB70) 1976; 17 Brown (10.1002/tea.20048-BIB12) 1994 Harel (10.1002/tea.20048-BIB29) 1991 Gray (10.1002/tea.20048-BIB27) 1997 National Research Council (10.1002/tea.20048-BIB47) 1996 Brown (10.1002/tea.20048-BIB13) 1985 Driver (10.1002/tea.20048-BIB23) 1994; 23 Brown (10.1002/tea.20048-BIB9) 1988; 5 Jackson (10.1002/tea.20048-BIB34) 1998 Linn (10.1002/tea.20048-BIB45) 1995; 4 Puntambekar (10.1002/tea.20048-BIB52) 1998 Kolodner (10.1002/tea.20048-BIB39) 1998 Koschmann (10.1002/tea.20048-BIB41) 1994; 3 Lehrer (10.1002/tea.20048-BIB44) 1996; 14 Brown (10.1002/tea.20048-BIB11) 1994; 23 Puntambekar (10.1002/tea.20048-BIB53) 2001 Bielaczyc (10.1002/tea.20048-BIB7) 1995; 13 American Association for the Advancement of Science (10.1002/tea.20048-BIB1) 1989 White (10.1002/tea.20048-BIB68) 1998; 16 Stone (10.1002/tea.20048-BIB61) 1998a; 31 Wertsch (10.1002/tea.20048-BIB66) 1985 Rogoff (10.1002/tea.20048-BIB56) 1990 Jones (10.1002/tea.20048-BIB35) 1992 Christiaans (10.1002/tea.20048-BIB18) 1992; 42 Linn (10.1002/tea.20048-BIB46) 1998 Wollman Bonilla (10.1002/tea.20048-BIB69) 1999; 52 Gertzman (10.1002/tea.20048-BIB26) 1996 Tudge (10.1002/tea.20048-BIB64) 1990 Schank (10.1002/tea.20048-BIB59) 1999 Derry (10.1002/tea.20048-BIB21) 1994 Schank (10.1002/tea.20048-BIB58) 1982 Bruner (10.1002/tea.20048-BIB16) 1986 Design-Based Research Collective (10.1002/tea.20048-BIB22) 2003; 32 Bransford (10.1002/tea.20048-BIB8) 1999 Roehler (10.1002/tea.20048-BIB55) 1997 Kolodner (10.1002/tea.20048-BIB37) 1993 Hmelo (10.1002/tea.20048-BIB30) 2000; 9 Collins (10.1002/tea.20048-BIB19) 1989 Stone (10.1002/tea.20048-BIB62) 1998b; 31 Vygotsky (10.1002/tea.20048-BIB65) 1978 Chi (10.1002/tea.20048-BIB17) 1989; 13 Atman (10.1002/tea.20048-BIB2) 1996; 7 Davis (10.1002/tea.20048-BIB20) 2003; 12 Bielaczyc (10.1002/tea.20048-BIB6) 1994 Reid (10.1002/tea.20048-BIB54) 1998; 31 Brown (10.1002/tea.20048-BIB14) 1993 Langer (10.1002/tea.20048-BIB43) 1986; 13 Lagemann (10.1002/tea.20048-BIB42) 2002 Schwartz (10.1002/tea.20048-BIB60) 1999 Perkins (10.1002/tea.20048-BIB50) 1986 Holbrook (10.1002/tea.20048-BIB32) 2000 Jackson (10.1002/tea.20048-BIB33) 2000 Kafai (10.1002/tea.20048-BIB36) 1994 Tabak (10.1002/tea.20048-BIB63) 1997 |
| References_xml | – reference: Chi, M.T.H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182. – reference: Perkins, A. (1986). Knowledge as design. Hillsdale, NJ: Erlbaum. – reference: Stone, C.A. (1998b). Should we salvage the scaffolding metaphor? Journal of Learning Disabilities, 31, 409-413. – reference: Christiaans, H.H.C.M. & Dorst, K.H. (1992). Cognitive models in industrial design engineering: A protocol study. Design Theory and Methodology, 42, 131-140. – reference: Koschmann, T.D., Myers, A.C., Feltovich, P.J., & Barrows, H.S. (1994). Using technology to assist in realizing effective learning and instruction: A principles approach to the use of computers in collaborative learning. Journal of the Learning Sciences, 3, 227-264. – reference: Bransford, J.D., Brown, A.L., Cocking, R.R. (1999). How people learn. Washington, DC: National Academy Press. – reference: American Association for the Advancement of Science (1989). Science for all Americans. New York: Oxford University Press. – reference: 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, 103-126. – reference: Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17, 89-100. – reference: Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2, 141-178. – reference: Schank, R. (1982). Dynamic memory: A theory of learning in computers and people. Cambridge, UK: Cambridge University Press. – reference: Wertsch, J., Mcnamee, G., McLare, J., & Budwig, N. (1980). The adult-child dyad as a problem solving system. Child Development, 51, 1215-1221. – reference: Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12. – reference: Lehrer, R. & Romberg, T. (1996). Exploring children's data modeling. Cognition and Instruction, 14, 69-108. – reference: Hmelo, C.E., Holton, D.L., & Kolodner, J.L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9, 2-298. – reference: Bruner, J.S. (1975). From communication to language: A psychological perspective. Cognition, 3, 255-287. – reference: Kafai, Y.B. (1994). Minds in play: Computer game design as a context for children's learning. Hillsdale, NJ: Erlbaum. – reference: Brown, A.L. (1988). Motivation to learn and understand: On taking charge of one's own learning. Cognition and Instruction, 5, 311-322. – reference: Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. – reference: Bruner, J.S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. – reference: National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. – reference: Davis, E.A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12, 91-142. – reference: Kolodner, J.L. (1993). Case-Based Reasoning. San Mateo, CA: Morgan Kaufman. – reference: Guzdial, M. (1995). Software-realized scaffolding to facilitate programming for science learning. Interactive Learning Environments, 4, 1-44. – reference: Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford, UK: Oxford University Press. – reference: White, B. & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3-118. – reference: Barrows, H.S. (1985). How to design a problem based curriculum for the preclinical years. New York: Springer-Verlag. – reference: Palincsar, A.S. (1998). Keeping the metaphor of scaffolding fresh-A response to C. Addison Stone's "The metaphor of scaffolding: Its utility for the field of learning disabilities." Journal of Learning Disabilities, 31, 370-373. – reference: Harel, I. (1991). Children designers. New York: Ablex. – reference: Bielaczyc, K., Pirolli, P., & Brown, A.L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221-252. – reference: Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32, 1, 4-8. – reference: Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press. – reference: Bielaczyc, K., Pirolli, P., & Brown, A.L. (1994). Strategy training in self-explanation and self regulation strategies for learning computer programming. (No. CSM-5). Berkeley, CA: University of California. – reference: Brown, A.L. (1994). The advancement of learning. Educational Researcher, 23, 4-12. – reference: Kolodner, J.L., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S. (2003). Putting a student-centered Learning by Design™ curriculum into practice: Lessons learned. Journal of the Learning Sciences, 12, 485-547. – reference: Atman, C.J. & Bursic, K.M. (1996). Teaching engineering design: Can reading a textbook make a difference? Research in Engineering Design, 7, 1-7. – reference: Kolodner, J.L. (1997). Educational implications of analogy: A view from case-based reasoning. American Psychologist, 52, 57-66. – reference: Wollman Bonilla, J.E. & Werchadlo, B. (1999). Teacher and peer roles in scaffolding first graders' responses to literature. Reading Teacher, 52, 598-608. – reference: Palincsar, A. & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117-175. – reference: Stone, C.A. (1998a). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31, 344-364. – reference: Jones, J. (1992). Design methods. New York: Van Nostrand. – reference: Reid, D.K. (1998). Scaffolding: A broader view. Journal of Learning Disabilities, 31, 386-396. – year: 1985 – volume: 12 start-page: 91 year: 2003 end-page: 142 article-title: Prompting middle school science students for productive reflection: Generic and directed prompts publication-title: Journal of the Learning Sciences – start-page: 453 year: 1989 end-page: 494 – volume: 32 start-page: 4 year: 2003 end-page: 8 article-title: Design‐based research: An emerging paradigm for educational inquiry publication-title: Educational Researcher – start-page: 142 year: 2000 end-page: 149 – volume: 4 start-page: 1 year: 1995 end-page: 44 article-title: Software‐realized scaffolding to facilitate programming for science learning publication-title: Interactive Learning Environments – volume: 3 start-page: 227 year: 1994 end-page: 264 article-title: Using technology to assist in realizing effective learning and instruction: A principles approach to the use of computers in collaborative learning publication-title: Journal of the Learning Sciences – year: 1989 – start-page: 81 year: 1985 end-page: 132 – start-page: 183 year: 1999 end-page: 213 – start-page: 185 year: 1997 end-page: 191 – start-page: 35 year: 1998 end-page: 41 – start-page: 77 year: 2000 end-page: 116 – year: 1990 – year: 1994 – year: 1998 – volume: 16 start-page: 3 year: 1998 end-page: 118 article-title: Inquiry, modeling, and metacognition: Making science accessible to all students publication-title: Cognition and Instruction – year: 1986 – year: 1982 – volume: 23 start-page: 5 year: 1994 end-page: 12 article-title: Constructing scientific knowledge in the classroom publication-title: Educational Researcher – volume: 52 start-page: 598 year: 1999 end-page: 608 article-title: Teacher and peer roles in scaffolding first graders' responses to literature publication-title: Reading Teacher – volume: 5 start-page: 311 year: 1988 end-page: 322 article-title: Motivation to learn and understand: On taking charge of one's own learning publication-title: Cognition and Instruction – start-page: 221 year: 2000 end-page: 227 – start-page: 187 year: 1998 end-page: 194 – start-page: 1 year: 1999 end-page: 8 – volume: 51 start-page: 1215 year: 1980 end-page: 1221 article-title: The adult–child dyad as a problem solving system publication-title: Child Development – year: 1997 – volume: 31 start-page: 409 year: 1998b end-page: 413 article-title: Should we salvage the scaffolding metaphor? publication-title: Journal of Learning Disabilities – start-page: 16 year: 1998 end-page: 22 – volume: 17 start-page: 89 year: 1976 end-page: 100 article-title: The role of tutoring in problem solving publication-title: Journal of Child Psychology & Psychiatry & Allied Disciplines – volume: 13 start-page: 145 year: 1989 end-page: 182 article-title: Self‐explanations: How students study and use examples in learning to solve problems publication-title: Cognitive Science – volume: 23 start-page: 4 year: 1994 end-page: 12 article-title: The advancement of learning publication-title: Educational Researcher – year: 1993 – volume: 52 start-page: 57 year: 1997 end-page: 66 article-title: Educational implications of analogy: A view from case‐based reasoning publication-title: American Psychologist – volume: 14 start-page: 69 year: 1996 end-page: 108 article-title: Exploring children's data modeling publication-title: Cognition and Instruction – volume: 7 start-page: 1 year: 1996 end-page: 7 article-title: Teaching engineering design: Can reading a textbook make a difference? publication-title: Research in Engineering Design – start-page: 91 year: 1996 end-page: 98 – volume: 42 start-page: 131 year: 1992 end-page: 140 article-title: Cognitive models in industrial design engineering: A protocol study publication-title: Design Theory and Methodology – volume: 31 start-page: 386 year: 1998 end-page: 396 article-title: Scaffolding: A broader view publication-title: Journal of Learning Disabilities – volume: 12 start-page: 485 year: 2003 end-page: 547 article-title: Putting a student‐centered Learning by Design™ curriculum into practice: Lessons learned publication-title: Journal of the Learning Sciences – volume: 31 start-page: 344 year: 1998a end-page: 364 article-title: The metaphor of scaffolding: Its utility for the field of learning disabilities publication-title: Journal of Learning Disabilities – start-page: 289 year: 1997 end-page: 298 – year: 1996 – volume: 1 start-page: 117 year: 1984 end-page: 175 article-title: Reciprocal teaching of comprehension‐fostering and monitoring activities publication-title: Cognition and Instruction – year: 1992 – start-page: 13 year: 2001 end-page: 22 – volume: 13 start-page: 171 year: 1986 end-page: 194 – volume: 4 start-page: 103 year: 1995 end-page: 126 article-title: Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework publication-title: Journal of Science Education and Technology – start-page: 161 year: 1999 end-page: 181 – start-page: 125 year: 1996 end-page: 160 – year: 2002 – start-page: 175 year: 1990 end-page: 205 – volume: 9 start-page: 2 year: 2000 end-page: 298 article-title: Designing to learn about complex systems publication-title: Journal of the Learning Sciences – volume: 3 start-page: 255 year: 1975 end-page: 287 article-title: From communication to language: A psychological perspective publication-title: Cognition – year: 1991 – year: 1978 – volume: 31 start-page: 370 year: 1998 end-page: 373 article-title: Keeping the metaphor of scaffolding fresh—A response to C. Addison Stone's “The metaphor of scaffolding: Its utility for the field of learning disabilities.” publication-title: Journal of Learning Disabilities – volume: 2 start-page: 141 year: 1992 end-page: 178 article-title: Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings publication-title: Journal of the Learning Sciences – volume: 13 start-page: 221 year: 1995 end-page: 252 article-title: Training in self‐explanation and self‐regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving publication-title: Cognition and Instruction – year: 1999 – volume: 31 start-page: 386 year: 1998 ident: 10.1002/tea.20048-BIB54 publication-title: Journal of Learning Disabilities doi: 10.1177/002221949803100408 – volume-title: Distributed cognition: Psychological and educational considerations year: 1993 ident: 10.1002/tea.20048-BIB14 – start-page: 175 volume-title: Vygotsky and education year: 1990 ident: 10.1002/tea.20048-BIB24 doi: 10.1017/CBO9781139173674.009 – start-page: 221 volume-title: Proceedings of the fourth international conference of the learning sciences year: 2000 ident: 10.1002/tea.20048-BIB32 – start-page: 185 volume-title: Scaffolding student learning year: 1997 ident: 10.1002/tea.20048-BIB31 – start-page: 142 volume-title: Proceedings of the fourth international conference of the learning sciences (ICLS '00) year: 2000 ident: 10.1002/tea.20048-BIB5 – volume-title: National science education standards year: 1996 ident: 10.1002/tea.20048-BIB47 – start-page: 187 volume-title: Proceedings of the conference on human factors in computing systems (CHI '98) year: 1998 ident: 10.1002/tea.20048-BIB34 doi: 10.1145/274644.274672 – volume-title: Apprenticeship in thinking: Cognitive development in social context year: 1990 ident: 10.1002/tea.20048-BIB56 doi: 10.1093/oso/9780195059731.001.0001 – volume: 13 start-page: 171 volume-title: Review of Research in Education year: 1986 ident: 10.1002/tea.20048-BIB43 – volume: 31 start-page: 409 year: 1998b ident: 10.1002/tea.20048-BIB62 publication-title: Journal of Learning Disabilities doi: 10.1177/002221949803100411 – volume: 12 start-page: 91 year: 2003 ident: 10.1002/tea.20048-BIB20 publication-title: Journal of the Learning Sciences doi: 10.1207/S15327809JLS1201_4 – volume-title: Design methods year: 1992 ident: 10.1002/tea.20048-BIB35 – volume: 23 start-page: 5 year: 1994 ident: 10.1002/tea.20048-BIB23 publication-title: Educational Researcher doi: 10.3102/0013189X023007005 – start-page: 161 volume-title: Instructional-design theories and models: A new paradigm of instructional theory year: 1999 ident: 10.1002/tea.20048-BIB59 – volume: 32 start-page: 4 year: 2003 ident: 10.1002/tea.20048-BIB22 publication-title: Educational Researcher doi: 10.3102/0013189X032001005 – year: 1997 ident: 10.1002/tea.20048-BIB27 – volume-title: Scaffolding student learning year: 1997 ident: 10.1002/tea.20048-BIB55 – volume-title: How to design a problem based curriculum for the preclinical years year: 1985 ident: 10.1002/tea.20048-BIB3 – start-page: 77 volume-title: Advanced designs for the technologies of learning: Innovations in science and mathematics education year: 2000 ident: 10.1002/tea.20048-BIB33 – start-page: 81 volume-title: Intelligence and exceptionality: New directions for theory, assessment, and instructional practice year: 1985 ident: 10.1002/tea.20048-BIB13 – year: 1997 ident: 10.1002/tea.20048-BIB51 – start-page: 91 volume-title: Proceedings of the second international conference on the learning sciences year: 1996 ident: 10.1002/tea.20048-BIB26 – volume: 13 start-page: 221 year: 1995 ident: 10.1002/tea.20048-BIB7 publication-title: Cognition and Instruction doi: 10.1207/s1532690xci1302_3 – volume: 1 start-page: 117 year: 1984 ident: 10.1002/tea.20048-BIB49 publication-title: Cognition and Instruction doi: 10.1207/s1532690xci0102_1 – volume: 23 start-page: 4 year: 1994 ident: 10.1002/tea.20048-BIB11 publication-title: Educational Researcher doi: 10.3102/0013189X023008004 – volume: 14 start-page: 69 year: 1996 ident: 10.1002/tea.20048-BIB44 publication-title: Cognition and Instruction doi: 10.1207/s1532690xci1401_3 – volume: 31 start-page: 344 year: 1998a ident: 10.1002/tea.20048-BIB61 publication-title: Journal of Learning Disabilities doi: 10.1177/002221949803100404 – volume: 7 start-page: 1 year: 1996 ident: 10.1002/tea.20048-BIB2 publication-title: Research in Engineering Design – volume-title: Strategy training in self-explanation and self regulation strategies for learning computer programming year: 1994 ident: 10.1002/tea.20048-BIB6 – volume: 13 start-page: 145 year: 1989 ident: 10.1002/tea.20048-BIB17 publication-title: Cognitive Science doi: 10.1207/s15516709cog1302_1 – start-page: 1 volume-title: Everyday cognition: Development in social context year: 1999 ident: 10.1002/tea.20048-BIB57 – start-page: 13 volume-title: Artificial Intelligence in Education, AI-ED in the wired and wireless world year: 2001 ident: 10.1002/tea.20048-BIB53 – volume: 4 start-page: 1 year: 1995 ident: 10.1002/tea.20048-BIB28 publication-title: Interactive Learning Environments doi: 10.1080/1049482940040101 – year: 1998 ident: 10.1002/tea.20048-BIB46 – volume-title: Science for all Americans year: 1989 ident: 10.1002/tea.20048-BIB1 – volume-title: Classroom lessons: Integrating cognitive theory and classroom practice year: 1994 ident: 10.1002/tea.20048-BIB12 – volume-title: Children designers year: 1991 ident: 10.1002/tea.20048-BIB29 – volume: 51 start-page: 1215 year: 1980 ident: 10.1002/tea.20048-BIB67 publication-title: Child Development doi: 10.2307/1129563 – volume-title: Case-Based Reasoning year: 1993 ident: 10.1002/tea.20048-BIB37 doi: 10.1016/B978-1-55860-237-3.50005-4 – volume: 17 start-page: 89 year: 1976 ident: 10.1002/tea.20048-BIB70 publication-title: Journal of Child Psychology & Psychiatry & Allied Disciplines doi: 10.1111/j.1469-7610.1976.tb00381.x – start-page: 453 volume-title: Knowing, learning and instruction, essays in honor of Robert Glaser year: 1989 ident: 10.1002/tea.20048-BIB19 – volume-title: Knowledge as design year: 1986 ident: 10.1002/tea.20048-BIB50 – year: 1998 ident: 10.1002/tea.20048-BIB4 – year: 2002 ident: 10.1002/tea.20048-BIB42 – volume: 3 start-page: 255 year: 1975 ident: 10.1002/tea.20048-BIB15 publication-title: Cognition doi: 10.1016/0010-0277(74)90012-2 – volume: 2 start-page: 141 year: 1992 ident: 10.1002/tea.20048-BIB10 publication-title: Journal of the Learning Sciences doi: 10.1207/s15327809jls0202_2 – start-page: 16 volume-title: Proceedings of the international conference of the learning sciences '98 year: 1998 ident: 10.1002/tea.20048-BIB39 – start-page: 183 volume-title: Instructional-design theories and models: A new paradigm of instructional theory year: 1999 ident: 10.1002/tea.20048-BIB60 – volume: 9 start-page: 2 year: 2000 ident: 10.1002/tea.20048-BIB30 publication-title: Journal of the Learning Sciences doi: 10.1207/S15327809JLS0903_2 – volume-title: Dynamic memory: A theory of learning in computers and people year: 1982 ident: 10.1002/tea.20048-BIB58 – start-page: 35 volume-title: ICLS 1998, Proceedings of the international conference of the learning sciences year: 1998 ident: 10.1002/tea.20048-BIB52 – volume-title: Vygotsky and education year: 1990 ident: 10.1002/tea.20048-BIB64 – volume: 52 start-page: 598 year: 1999 ident: 10.1002/tea.20048-BIB69 publication-title: Reading Teacher – volume-title: Actual minds, possible worlds year: 1986 ident: 10.1002/tea.20048-BIB16 doi: 10.4159/9780674029019 – start-page: 289 volume-title: Proceedings of the CSCL conference year: 1997 ident: 10.1002/tea.20048-BIB63 – volume: 4 start-page: 103 year: 1995 ident: 10.1002/tea.20048-BIB45 publication-title: Journal of Science Education and Technology doi: 10.1007/BF02214052 – volume: 52 start-page: 57 year: 1997 ident: 10.1002/tea.20048-BIB38 publication-title: American Psychologist doi: 10.1037/0003-066X.52.1.57 – start-page: 125 volume-title: Constructionism in practice year: 1996 ident: 10.1002/tea.20048-BIB25 – volume: 12 start-page: 485 year: 2003 ident: 10.1002/tea.20048-BIB40 publication-title: Journal of the Learning Sciences – volume-title: How people learn year: 1999 ident: 10.1002/tea.20048-BIB8 – volume-title: Minds in play: Computer game design as a context for children's learning year: 1994 ident: 10.1002/tea.20048-BIB36 – volume: 3 start-page: 227 year: 1994 ident: 10.1002/tea.20048-BIB41 publication-title: Journal of the Learning Sciences doi: 10.1207/s15327809jls0303_2 – volume: 42 start-page: 131 year: 1992 ident: 10.1002/tea.20048-BIB18 publication-title: Design Theory and Methodology – volume: 16 start-page: 3 year: 1998 ident: 10.1002/tea.20048-BIB68 publication-title: Cognition and Instruction doi: 10.1207/s1532690xci1601_2 – volume: 5 start-page: 311 year: 1988 ident: 10.1002/tea.20048-BIB9 publication-title: Cognition and Instruction doi: 10.1207/s1532690xci0504_4 – volume: 31 start-page: 370 year: 1998 ident: 10.1002/tea.20048-BIB48 publication-title: Journal of Learning Disabilities doi: 10.1177/002221949803100406 – volume-title: Mind in society: The development of higher psychological processes year: 1978 ident: 10.1002/tea.20048-BIB65 – volume-title: Vygotsky and the social formation of mind year: 1985 ident: 10.1002/tea.20048-BIB66 – year: 1994 ident: 10.1002/tea.20048-BIB21 |
| SSID | ssj0003919 |
| Score | 2.2651978 |
| Snippet | In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities.... |
| SourceID | pascalfrancis eric crossref wiley istex |
| SourceType | Index Database Enrichment Source Publisher |
| StartPage | 185 |
| SubjectTerms | Class Activities Curriculum subjects: programmes and methods Educational sciences Exact and natural sciences Inquiry Learning Processes Scaffolding (Teaching Technique) Science Education Teaching Methods |
| Title | Toward implementing distributed scaffolding: Helping students learn science from design |
| URI | https://api.istex.fr/ark:/67375/WNG-4D25WT8Q-K/fulltext.pdf https://onlinelibrary.wiley.com/doi/abs/10.1002%2Ftea.20048 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ760092 |
| Volume | 42 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3dSxwxEA9iX3xp60fp2fYIRcQ-rO5uPjaxT1JPRanQsuV8KCz5BNFei3uC-NebyWb3uNJC6dvCZtlkksnMJL_5DUI7Iq8UE7rKLJcmo46wTIncZKWBe0daaOchUPx8yc--0fMrdrWCPva5MB0_xHDgBpoR92tQcKXbgwVpaJBBDO8g0bcgHHjzj78uqKOILGTPFE5JLnpWobw8GL5cskUJ7vwMpPsAEEnVBin5rrzFsusabc_JC_S973UHObnZv5_rffP4G6Hjfw7rJXqefFJ81C2idbTiZhtQzjlBPzbQetoBWryXaKo_bKJpHRG3-PpHgqAHI4gt8PBCCS1ncRiY993l1iEO5g0ys3DbcWm2OJarwMkAY8hywTaiSbZQfTKpP51lqUxDZggLekac4F5xTmWeK8u8NbpitgyKb5U2WqoQr1tfSemFlsIwXznjpLMFVU4JQl6h1dnPmXuNsOWuUFqGHZdCuXGjhOOMBCetCG5mxekI7fXz1ZhEYQ6VNG6bjny5bIL0mii9EXo_NP3V8Xb8qdEWTPrQYHIO15SyHKHduAqGF-ruBgBwFWuml6cNPS7ZtBZfmosRGi8tk8WveAgUgycdehwn--99aOrJUXzY_vemb9BaZJCN4PG3aHV-d-_eBd9orsdRCcbxFOAJ6kwKoQ |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3daxQxEB9q-6AvamvFq7UGEakP2-5Hkk3El2Kvnv04UFauLxLyCdL2Kr0rSP96k2x2jxMF8W1hZ9lkksnMJL_8BuA1y2tJmKozQ7nOsK1IJlmus1KHc0dcKOtCong2pqOv-PicnK_A--4uTMsP0W-4BcuI63Uw8LAhvb9gDfVKiPkduwdr2AcaIfU6_LIgj6p4wTuucFzlrOMVysv9_tMlb5QAz2tBvz8DSFLOvJ5cW-BiOXiN3ufoEXzr2t2CTi72budqT9_9Run4vx17DA9TWIoO2nm0Dit2uhEqOif0xwasp0VghnYTU_XbJzBpIugWfb9KKHTvB5EJVLyhipY1yPfMufZ86x3yHi5czkKzlk5zhmLFCpR8MAoXXZCJgJJNaI6GzYdRlio1ZLoi3tQqy6iTlGKe59IQZ7SqiSm97RuptOLSp-zG1Zw7pjjTxNVWW25NgaWVrKqewur0emqfATLUFlJxv-jiUHFcS2YpqXycVvhIs6Z4ALvdgAmdWMxDMY1L0fIvl8JrT0TtDeBVL_qjpe74k9BmGPVeYHgcTip5OYA3cRr0L-TNRcDA1URMxh8FPizJpGGfxckAdpbmyeJX1OeKPpj2LY6j_fc2iGZ4EB-2_l30JdwfNWen4vTT-OQ5PIiEshFLvg2r85tb-8KHSnO1Ey3iF0RHDb8 |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1daxQxFL3UFsSXamvFrbYGEakP085HkknqU7G71lYXlZHtgxDyCaV1Ld0tiL_eJJOZZUVBfBuYDJO5yc09d3JyLsALlteSMFVnhnKdYVuRTLJcZ6UO-464UNaFRPHDmJ58wafn5HwFXndnYVp9iP6HW_CMuF4HB7827mAhGuptENM7dgfWMPVIIiCizwvtqIoXvJMKx1XOOlmhvDzoH10KRonvvBbM-yNwJOXMm8m19S2WsWsMPqP78LXrdss5udy_nat9_fM3Rcf__K4HsJ5AKTpqZ9EGrNjpZqjnnLgfm7CRloAZ2ks61a8ewqSJlFt08S1x0H0URCYI8YYaWtYg_2HOtbtbh8jHt3A0C81aMc0ZivUqUIrAKBxzQSbSSbagGQ2bNydZqtOQ6Yp4R6sso05SinmeS0Oc0aompvSeb6TSikufsBtXc-6Y4kwTV1ttuTUFllayqnoEq9PvU_sYkKG2kIr7JReHeuNaMktJ5VFa4XFmTfEA9rrxEjppmIdSGleiVV8uhbeeiNYbwPO-6XUr3PGnRlth0PsGw9OwT8nLAbyMs6C_IW8uAwOuJmIyfivwcUkmDfskzgawuzRNFq-iPlP0UNr3OA723_sgmuFRvNj-96bP4O7H45F4_2589gTuRTXZSCR_Cqvzm1u743HSXO1Gf_gFFd4Mbg |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Toward+implementing+distributed+scaffolding%3A+Helping+students+learn+science+from+design&rft.jtitle=Journal+of+research+in+science+teaching&rft.au=Puntambekar%2C+Sadhana&rft.au=Kolodner%2C+Janet+L.&rft.date=2005-02-01&rft.pub=Wiley+Subscription+Services%2C+Inc.%2C+A+Wiley+Company&rft.issn=0022-4308&rft.eissn=1098-2736&rft.volume=42&rft.issue=2&rft.spage=185&rft.epage=217&rft_id=info:doi/10.1002%2Ftea.20048&rft.externalDBID=10.1002%252Ftea.20048&rft.externalDocID=TEA20048 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0022-4308&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0022-4308&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0022-4308&client=summon |