The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students
Abstract
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 school students do and where they have difficulties in their first encounters with inquiry learning. We report findings from case studies of 8 students as they designed and carried out their own investigations during 2 projects that spanned several months. We detail how students asked questions, planned and designed investigations and procedures, constructed apparatus, carried out their work, interpreted data and drew conclusions, and presented the findings. We discuss how collaboration among group members and support from the teacher influenced this process. The findings indicate that middle school students were thoughtful in designing investigations and in planning procedures; for instance, they thought about controls, about samples, and about how to organize data collection. However, the cases also reveal areas of weakness, such as failures to focus on the scientific merit of questions generated and to systematically collect and analyze data and draw conclusions. Teacher structuring and questioning were crucial in encouraging students to be thoughtful about the substantive aspects of inquiry. Overall, these findings can help curriculum developers and science educators in their attempts to design instruction to improve the inquiry process. (http://www.tandfonline.com/doi/abs/10.1080/10508406.1998.9672057)
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Cites
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653139 · Cited by 3,594
Self-citationPursuing Scientific Literacy in the Middle Grades Through Collaborative Problem Solving
Palincsar, A. S., Anderson, C., & David, Y. M. (1993) · The Elementary School Journal · doi:10.1086/461745 · Cited by 143
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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
McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1502_1 · Cited by 798
Self-citationIdentity development as a lens to science teacher preparation
Luehmann, A. L. (2007) · Science Education · doi:10.1002/sce.20209 · Cited by 428
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008) · Journal of Research in Science Teaching · doi:10.1002/tea.20248 · Cited by 423
Self-citationInquiry‐based science in the middle grades: Assessment of learning in urban systemic reform
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004) · Journal of Research in Science Teaching · doi:10.1002/tea.20039 · Cited by 385
Self-citation“Maestro, what is ‘quality’?”: Language, literacy, and discourse in project‐based science
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1014 · Cited by 381
Self-citationSynthesizing 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
“In project-based learning, students produce an artifact (e.g., video; Krajcik et al., 1998).”
BackgroundBarak, M., & Dori, Y. J. (2005) · Science Education · doi:10.1002/sce.20027 · Cited by 295
Challenges with graph interpretation: a review of the literature
Glazer, N. (2011) · Studies in Science Education · doi:10.1080/03057267.2011.605307 · Cited by 285
Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers
Ertmer, P. A., & Simons, K. D. (2006) · Interdisciplinary Journal of Problem-Based Learning · doi:10.7771/1541-5015.1005 · Cited by 262
Evagorou, M., Korfiatis, K., Nicolaou, C., & Constantinou, C. (2009) · International Journal of Science Education · doi:10.1080/09500690701749313 · Cited by 216
Hay, K. E., & Barab, S. A. (2001) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1003_3 · Cited by 131
Gobert, J. D., Sao Pedro, M. A., Baker, R. S. J. D., Toto, E., & Montalvo, O. (2012) · Zenodo · doi:10.5281/zenodo.3554645 · Cited by 122
(2013) · Cited by 47
Zhang, B., Krajcik, J. S., Sutherland, L. M., Wang, L., Wu, J., & Qian, Y. (2005) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-005-1517-8 · Cited by 43
Self-citationPOLMAN, J. L., NEWMAN, A., SAUL, E. W., & FARRAR, C. (2014) · Science Education · doi:10.1002/sce.21114 · Cited by 33
Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics
Kim, B., Pathak, S. A., Jacobson, M. J., Zhang, B., & Gobert, J. D. (2015) · Journal of Science Education and Technology · doi:10.1007/s10956-015-9564-6 · Cited by 19
Digital assessment environments for scientific inquiry practices
Gobert, J. D., & Sao Pedro, M. A. (2016) · The Handbook of Cognition and Assessment · doi:10.1002/9781118956588.ch21 · Cited by 14
Metadata
- Authors
- Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E.
- Venue
- Journal of the Learning Sciences
- Publisher
- Informa UK Limited
- Published
- 1998-07
- Volume
- 7
- Issue
- 3-4
- Pages
- 313-350
- ISSN
- 1050-8406 (ISSN-L)
- 1532-7809
- OpenAlex
- W2039394652
- Cited by
- 688
- References
- 2
- FWCI
- 55.61
- Type
- journal article
- Language
- en
- Open access
- closed
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