Search results for author:"Brian J. Reiser"
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Journal of the Learning Sciences Vol. 13, No. 3 (2004) pp. 273–304
There has been much interest in using software tools to scaffold learners in complex tasks, that is, to provide supports that enable students to deal with more complex content and skill demands than they could otherwise handle. Many different...
Journal of the Learning Sciences Vol. 14, No. 3 (Jul 01, 2005) pp. 315–360
Conducting observational investigations of behaviors and processes is an important method for generating scientific knowledge. This article describes a methodology for assisting students in the processes of observational inquiry and theory...
Journal of the Learning Sciences Vol. 13, No. 3 (2004) pp. 387–421
The scaffolding metaphor was originally developed to describe the support given by a more expert individual in a one-on-one interaction. Since then, the notion of scaffolding has been applied more broadly, and it has been transformed and generalized....
Beyond Comparisons of Online versus Face-to-Face PD: Commentary in Response to Fishman et al., "Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation"
Journal of Teacher Education Vol. 65, No. 2 (2014) pp. 172–176
With the adoption of Common Core State Standards (CCSS) in English Language Arts (ELA) and math and the release and beginning adoptions of the Next Generation Science Standards (NGSS), teachers, schools, and districts are clamoring for professional...
Chris Quintana; Brian J. Reiser; Elizabeth A. Davis; Joseph Krajcik; Eric Fretz; Ravit Golan Duncan; Eleni Kyza; Daniel Edelson; Elliot Soloway
Journal of the Learning Sciences Vol. 13, No. 3 (2004) pp. 337–386
The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body...