The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.
Designing the Knowledge Integration Environment
Abstract
The Knowledge Integration Environment (KIE) activities were designed to promote lifelong science learning. This paper describes the partnership process that guided the design as well as the Scaffolded Knowledge Integration framework that gave the partnership a head start on creating effective materials. KIE activities take advantage of internet materials to engage students in debate of science questions like 'how far does light go?', to make scientifically oriented design decisions, and to critique science claims in the popular press. Other papers in this collection describe the design studies carried out to improve KIE activities. These studies have implications for improving the Scaffolded Knowledge Integration framework and can inform future designers of science instruction.
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Cites
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Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Laboratory Life: The Construction of Scientific Facts
Latour, B. (1986) · DigitalGeorgetown (Georgetown University Library) · Cited by 7,491
Brown, A. L. (1992) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0202_2 · Cited by 4,000
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COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE
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Classroom lessons: integrating cognitive theory and classroom practice
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Whitehead, A. N. (2017) · Echoes of Insight · doi:10.2307/j.ctv310vnb6.5 · Cited by 948
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Cited by
Schraw, G., Crippen, K. J., & Hartley, K. (2006) · Research in Science Education · doi:10.1007/s11165-005-3917-8 · Cited by 1,529
Supporting and Promoting Argumentation Discourse in Science Education
Duschl, R. A., & Osborne, J. (2002) · Studies in Science Education · doi:10.1080/03057260208560187 · Cited by 1,161
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work
Reiser, B. J. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1303_2 · Cited by 1,054
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017) · Review of Educational Research · doi:10.3102/0034654316670999 · Cited by 346
“Targeted learning outcomes of scaffolding now included deep content learning (Davis & Linn, 2000; Linn, 2000), argumentation ability (Hong, Lin, Wang, Chen, & Yang, 2013; Jeong & Joung, 2007; McNeill & Krajcik, 2009), and problem-solving ability (Ge & Land, 2003; González-Calero, Arnau, Puig, &…”
BackgroundInfluentialA Framework for Designing Scaffolds That Improve Motivation and Cognition
Belland, B. R., Kim, C., & Hannafin, M. J. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.838920 · Cited by 306
Metadata
- Authors
- Linn, M. C.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2000-08
- Volume
- 22
- Issue
- 8
- Pages
- 781-796
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2089985547
- Cited by
- 256
- References
- 45
- FWCI
- 42.98
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
