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Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
Conceptual change models of student learning are useful for explicating the role of prior knowledge in students’ learning and are very popular in the research on learning in the subject areas. This
Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform.
Abstract Professional development is key to standards-based reform, yet there is little empirical evidence upon which to base decisions of design or implementation. This paper presents a model of
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
TLDR
Fading written scaffolds better equipped students to write explanations when they were not provided with support, and showed significant learning gains for students for all components of scientific explanation.
Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students
Although inquiry is an essential component of science learning, we know little about students' experience with inquiry in regular science classrooms. Our goal is to describe realistically what middle
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform.
Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling
A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction
We describe our collaborative work on project-based instruction with middle school teachers. Grounded in constructivist theory, project-based instruction affords many possibilities for transforming
“Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science
Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest
Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform
Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and
Enacting Project-Based Science
Recommendations for reform in science education place a premium on students' understanding of scientific concepts and their ability to identify problems, conduct inquiry, and use information
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