The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Enacting Project-Based Science
Abstract
Recommendations for reform in science education place a premium on students' understanding of scientific concepts and their ability to identify problems, conduct inquiry, and use information flexibly. They call for an appreciation for how ideas evolve and are validated. In this article we discuss changes in ideas about learning that underpin the reforms. We then describe our experiences with project-based science, a pedagogy that addresses the reform recommendations. Project-based science focuses on student-designed inquiry that is organized by investigations to answer driving questions, includes collaboration among learners and others, the use of new technology, and the creation of authentic artifacts that represent student understanding. Finally, we illustrate the challenges this type of innovation poses for teachers' classroom practice, for professional development, and for policy.
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Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1×
“Second, learning is situated; knowledge is contextualized and cannot be easily separated from the situation in which it develops (Brown et al., 1989).”
BackgroundCognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics
Collins, A., Brown, J. S., & Newman, S. E. (2018) · Knowing, Learning, and Instruction · doi:10.4324/9781315044408-14 · Cited by 3,674
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 · cited 1×
“Or students who are unfamiliar with working with peers in groups or who lack the skill to negotiate roles or engage in productive discussions as they work on collaborative tasks might prefer to work by themselves (Blumenfeld et al., 1991).”
BackgroundSelf-citationCognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
Collins, A., Brown, J. S., Newman, S. E., & Montclair State University (1988) · Thinking: The Journal of Philosophy for Children · doi:10.5840/thinking19888129 · Cited by 1,299
Effects of Activity-based Elementary Science on Student Outcomes: A Quantitative Synthesis
Bredderman, T. (1983) · Review of Educational Research · doi:10.3102/00346543053004499 · Cited by 220
Cited by
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Mishra, P., & Koehler, M. J. (2006) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2006.00684.x · Cited by 12,604
Classroom Applications of Research on Self-Regulated Learning
Paris, S. G., & Paris, A. H. (2001) · Educational Psychologist · doi:10.1207/s15326985ep3602_4 · Cited by 1,343
Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998) · Journal of the Learning Sciences · doi:10.1080/10508406.1998.9672057 · Cited by 688
Self-citationGeier, 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-citationChang, S.-C., & Hwang, G.-J. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.06.007 · Cited by 394
Metadata
- Authors
- Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 1997-03
- Volume
- 97
- Issue
- 4
- Pages
- 341-358
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2064874336
- Cited by
- 354
- References
- 6
- FWCI
- 38.91
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
