Search results for author:"Joseph Krajcik"
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Engaging Students in Scientific Practices: What Does Constructing and Revising Models Look Like in the Science Classroom?
Joseph Krajcik; Joi Merritt
Science Scope Vol. 35, No. 7 (March 2012) pp. 6–8
The Next Generation Science Standards (NGSS)--now in development--will be based on "A Framework for K-12 Science Education" released by the National Research Council last summer. The "Framework" identifies seven scientific and engineering practices...
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A Research Strategy for the Dynamic Study of Students' Concepts and Problem Solving Strategies Using Science Software
Joseph S. Krajcik
Journal of Research in Science Teaching Vol. 25, No. 2 (1988) pp. 147–55
Describes a research strategy designed to examine learning and behavior when students interacted with microcomputers and software interfaced with a videotape cassette recorder (VCR). Utilized the VCR to record the video output from the microcomputer ...
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Synergy and Students' Explanations: Exploring the Role of Generic and Content-Specific Scaffolds
Ibrahim Delen; Joseph Krajcik
International Journal of Science and Mathematics Education Vol. 16, No. 1 (2018) pp. 1–21
In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework....
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Engaging Students in Scientific Practices: What Does Constructing and Revising Models Look Like in the Science Classroom?
Joseph Krajcik; Joi Merritt
Science and Children Vol. 49, No. 7 (March 2012) pp. 10–13
The Next Generation Science Standards (NGSS)--now in development--will be based on "A Framework for K-12 Science Education" released by the National Research Council last summer. The "Framework" identifies seven scientific and engineering practices...
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Synergy between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena
Katherine L. McNeill; Joseph Krajcik
Journal of the Learning Sciences Vol. 18, No. 3 (2009) pp. 416–460
We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write...
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Integrating Technology Into a Science Methods Course
Michele Wisnudel Spitulnik; Joseph Krajcik
Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 320–324
The goals for science education currently define and advocate a scientifically and technologically literate citizenry (National Council for the Social Studies, 1990; National Science Teachers Association, 1995). Scientifically literate citizens are...
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Assessing the Nature of Learners' Science Content Understandings as a Result of Utilizing On-Line Resources
Joseph L. Hoffman; Joseph S. Krajcik
Annual Meeting of the National Association for Research in Science Teaching 1999 (March 1999)
The purpose of this study was to describe the depth and accuracy of sixth grade students' content understanding as a result of engaging in information seeking activities using Web-based resources in the University of Michigan's Digital Library....
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Using Drawing Technology to Assess Students' Visualizations of Chemical Reaction Processes
Hsin-Yi Chang; Chris Quintana; Joseph Krajcik
Journal of Science Education and Technology Vol. 23, No. 3 (June 2014) pp. 355–369
In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified...
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A Framework for Supporting Metacognitive Aspects of Online Inquiry through Software-Based Scaffolding
Chris Quintana; Meilan Zhang; Joseph Krajcik
Educational Psychologist Vol. 40, No. 4 (2005) pp. 235–244
Major educational policy groups call on learners to engage in inquiry-based activities. With a growing amount of information now available online, there is an increased focus on online inquiry where learners ask research questions; search digital...
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The Effect of Level of Information as Presented by Different Technologies on Students' Understanding of Acid, Base, and pH Concepts
Mary B. Nakhleh; Joseph S. Krajcik
Within high school chemistry the topic of acids, bases, and pH is particularly challenging because robust understanding of the topic depends heavily on the student possessing deep concepts of atoms, molecules, ions, and chemical reactions. Since...
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Expert Models and Modeling Processes Associated with a Computer-Modeling Tool
BaoHui Zhang; Xiufeng Liu; Joseph S. Krajcik
Science Education Vol. 90, No. 4 (July 2006) pp. 579–604
Holding the premise that the development of expertise is a continuous process, this study concerns expert models and modeling processes associated with a modeling tool called Model-It. Five advanced Ph.D. students in environmental engineering and...
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Influence on Levels of Information as Presented by Different Technologies on Students' Understanding of Acid, Base, and pH Concepts
Mary B. Nakhleh; Joseph S. Krajcik
Journal of Research in Science Teaching Vol. 31, No. 10 (1994) pp. 1077–96
Involves secondary students in a study designed to allow investigation into how different levels of information presented by various technologies (chemical indicators, pH meters, and microcomputer-based laboratories-MBLs) affected students'...
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Scaffolding Design Guidelines for Learner-Centered Software Environments
Chris Quintana; Joseph Krajcik; Elliot Soloway
Annual Meeting of the American Educational Research Association 2002 (April 2002)
If learners are to engage in science inquiry, they need significant support, or scaffolding, to help them mindfully do the cognitive science tasks that are just out of their reach. One approach for supporting learners is to design computational...
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Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems
Steven J. Stratford; Joseph Krajcik; Elliot Soloway
Journal of Science Education and Technology Vol. 7, No. 3 (1998) pp. 215–34
Explores dynamic modeling as an opportunity for students to think about the science content they are learning. Concludes that creating dynamic models has great potential for use in classrooms to engage students in analysis, relational reasoning, and ...
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Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom
Barbara Hug; Joseph S. Krajcik; Ronald W. Marx
Urban Education Vol. 40, No. 4 (July 2005) pp. 446–472
Recent reform movements within the United States have called for science for all and educational reforms to support this goal. In light of these reform movements and concerns regarding learning within urban schools, science educators and policy...
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The Impact of Designing and Evaluating Molecular Animations on How Well Middle School Students Understand the Particulate Nature of Matter
Hsin-Yi Chang; Chris Quintana; Joseph S. Krajcik
Science Education Vol. 94, No. 1 (January 2010) pp. 73–94
In this study, we investigated whether the understanding of the particulate nature of matter by students was improved by allowing them to design and evaluate molecular animations of chemical phenomena. We developed Chemation, a learner-centered...
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Creating Scalable and Systemic Technology Innovations for Urban Education
Barry Fishman; Elliot Soloway; Joseph Krajcik; Ron Marx; Phyllis Blumenfeld
Annual Meeting of the American Educational Research Association 2001 (April 2001)
The past decade has seen great strides in the design of new learning technologies that support learning aligned with standards-based constructivist and inquiry teaching practices. Though there is considerable evidence that these technologies can...
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Promoting Understanding of Chemical Representations: Students' Use of a Visualization Tool in the Classroom
Hsin-Kai Wu; Joseph S. Krajcik; Elliot Soloway
Journal of Research in Science Teaching Vol. 38, No. 7 (2001) pp. 821–42
Investigates how students develop an understanding of chemical representations with the aid of a computer-based visualizing too called eChem that allows them to build molecular models and view multiple representations simultaneously. Involves 11th...
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Inquiry through Portable Technology
Ann M. Novak; Chris Gleason; Jay Mahoney; Joseph S. Krajcik
Science Scope Vol. 26, No. 3 (2002) pp. 18–21
Describes portable scientific laboratories that allow students to go beyond the classroom to do field work. Presents examples of a curriculum that incorporates portable technology and discusses its advantages in inquiry-based science programs....
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Promoting Conceptual Understanding of Chemical Representations: Students' Use of a Visualization Tool in the Classroom
Hsin-kai Wu; Joseph S. Krajcik; Elliot Soloway
Annual Meeting of the National Association for Research in Science Teaching 2000 (Apr 29, 2000)
This study investigated how students develop their understanding of chemical representations with the aid of a visualizing tool, eChem, that allows them to build molecular models and simultaneously view multiple representations. Multiple sources of...
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Science on the Web: Students Online in a Sixth-Grade Classroom
Raven McCrory Wallace; Jeff Kupperman; Joseph Krajcik; Elliot Soloway
Journal of the Learning Sciences Vol. 9, No. 1 (2000) pp. 75–104
Observes students in 6th grade science classes as they use the Web to carry out an inquiry-based assignment. Explores their understanding and enactment of the assignment to do research on the Web. (Author/CCM)
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The Nature of Middle School Learners' Science Content Understandings with the Use of On-line Resources
Joseph L. Hoffman; Hsin-Kai Wu; Joseph S. Krajcik; Elliot Soloway
Journal of Research in Science Teaching Vol. 40, No. 3 (2003) pp. 323–46
Investigates the depth and accuracy of 6th grade students' content understandings as well as the use of search-and-assess strategies when using on-line resources. Uses scaffolded curriculum materials while completing on-line inquiry units. Concludes ...
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Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students
Joseph Krajcik; Phyllis C. Blumenfeld; Ronald W. Marx; Kristin M. Bass; Jennifer Fredricks; Elliot Soloway
Journal of the Learning Sciences Vol. 7, No. 3 (1998) pp. 313–50
Inquiry is an essential component of science learning. Eight case studies of students as they designed and carried out their own investigations during two projects showed that middle school students were thoughtful in designing investigations and...
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Creating a Framework for Research on Systemic Technology Innovations
Barry Fishman; Ronald W. Marx; Phyllis Blumenfeld; Joseph Krajcik; Elliot Soloway
Journal of the Learning Sciences Vol. 13, No. 1 (Jan 01, 2004) pp. 43–76
This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K-12 schools. We argue a key reason is that most design-based research does not explicitly address...
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An Investigation of Software Scaffolds Supporting Modeling Practices
Eric B. Fretz; Hsin-Kai Wu; BaoHui Zhang; Elizabeth A. Davis; Joseph S. Krajcik; Elliot Soloway
Research in Science Education Vol. 32, No. 4 (2002) pp. 567–89
Evaluates the scaffold designed as a dynamic modeling software tool called Model-It in terms of its ability to support learners' use of modeling practices. Discusses the continued empirical validation of types and instances of tool scaffolds. ...
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Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
Katherine L. McNeill; David J. Lizotte; Joseph Krajcik; Ronald W. Marx
Journal of the Learning Sciences Vol. 15, No. 2 (2006) pp. 153–191
The purpose of this study was to determine whether providing students with continuous written instructional support or fading written instructional support (scaffolds) better prepares students to construct scientific explanations when they are no...
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New technologies for teacher professional development
Ronald W. Marx; Phyllis C. Blumenfeld; Joseph S. Krajcik; Elliot Soloway
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 14, No. 1 (1998) pp. 33–52
This article describes the potential of new technologies for teacher professional development. The article examines literature on teacher knowledge and professional development and discusses how this literature can inform the design of three types...
Language: English
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ScienceWare's Model-It: Technology to Support Authentic Science Inquiry
Elliot Soloway; Amanda Z. Pryor; Joseph S. Krajcik; Shari Jackson; Steven J. Stratford; Michele Wisnudel; John T. Klein
T.H.E. Journal Vol. 25, No. 3 (1997) pp. 54–56
Describes the development of Model-It, a ScienceWare software tool developed by the University of Michigan in collaboration with high school science teachers to support learners in building qualitative models and then move to more quantitative...
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A Scaffolding Design Framework for Software to Support Science Inquiry
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...