Designing for Science: Implications From Everyday, Classroom, and Professional Settings

by Crowley; Kevin

• ISBN13: 9780805834734
• ISBN10: 0805834737
• Edition: 1st
• Format: Hardcover
• Copyright: 2001-03-01
• Publisher: Psychology Pres

Summary

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.

Table of Contents

Preface	ix
List of Contributors	xiii
Part I: Fundamentals of Science Thinking
``Seek and Ye Shall Find'': How Curiosity Engenders Discovery	5	(16)
Herbert A. Simon
Explanatory Conversations and Young Children's Developing Scientific Literacy	21	(30)
Maureen A. Callanan
Jennifer L. Jipson
The Rhythms of Scientific Thinking: A Study of Collaboration in an Earthquake Microworld	51	(32)
Margarita Azmitia
Kevin Crowley
Acquiring Expertise in Science: Explorations of What, When, and How	83	(32)
Christian Schunn
John Anderson
What Scientific Thinking Reveals About The Nature of Cognition	115	(26)
Kevin Dunbar
Scientific Thinking: A Cognitive-Historical Approach	141	(36)
Ryan Tweney
Part II: Building for Scientific Thinking
Complexity, Emergence, and Synthetic Models in Science Education	177	(32)
David E. Penner
From Cognition to Instruction to Cognition: A Case Study in Elementary School Science Instruction	209	(42)
David Klahr
Zhe Chen
Eva Toth
Reconsidering the Role of Experiment in Science Education	251	(28)
Richard Lehrer
Leona Schauble
Anthony Petrosino
Developing Reflective Inquiry practices: A Case Study of Software, Teacher, and Students	279	(46)
Ben Loh
Brian J. Reiser
Josh Radinsky
Daniel C. Edelson
Louis M. Gomez
Sue Marshall
High Throughput Discovery: Search and Interpretation on the Path to New Drugs	325	(26)
Jeff Shrager
Part III: Evaluating Scientific Thinking
Epistemologically Authentic Scientific Reasoning	351	(42)
Clark A. Chinn
Betina A. Malhotra
Everyday Activity and the Development of Scientific Thinking	393	(22)
Kevin Crowley
Jodi Galco
Facets of Students' Thinking: Designing to Cross the Gap from Research to Standards-Based Practice	415	(30)
Jim Minstrell
The Role of Hypothesis Formation in Psychological Research	445	(20)
Takeshi Okada
Takashi Shimokido
Internet Epistemology: Contributions of New Information Technologies to Scientific Research	465	(22)
Paul Thagard
Author Index	487	(8)
Subject Index	495