Download Designing for science: implications from everyday, by Kevin Crowley, Christian D. Schunn, Takeshi Okada PDF

By Kevin Crowley, Christian D. Schunn, Takeshi Okada

This quantity explores the mixing of modern examine on daily, school room, medical pondering. It brings jointly a global team of researchers to offer center findings from each one context; speak about connections among contexts, and discover constructions; applied sciences, and environments to facilitate the improvement and perform of medical pondering. The chapters specialise in: * events from little ones vacationing museums, * middle-school scholars participating in school rooms, * undergraduates studying approximately study tools, and * specialist scientists engaged in state-of-the-art examine. a various set of ways are represented, together with sociocultural description of located cognition, cognitive enthnography, academic layout experiments, laboratory reports, and synthetic intelligence. This certain mixture of paintings from the 3 contexts deepens our knowing of every subfield whereas while broadening our realizing of ways each one subfield articulates with broader problems with clinical pondering. to supply a typical concentration for exploring connections among daily, educational, medical considering, the booklet makes use of a "practical implications" subtheme. specifically, each one bankruptcy has direct implications for the layout of studying environments to facilitate clinical pondering.

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Extra resources for Designing for science: implications from everyday, classroom, and professional settings

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Delgado-Gaitan (1994), for example, argues that Mexican immigrant children may be taught that questioning adults is a sign of disrespect. , Laosa, 1980). This literature raises questions about whether the kinds of “why’’ questions documented in middle-class European-American families are likely to occur in Mexican-descent families, and whether they vary in frequency depending on parents' formal schooling. In an attempt to address these issues, we have been working with Mexican-descent families as well as European-descent families, and we have also looked at parents' educational background as a potentially important moderator variable.

3. Science—Methodology. I. Crowley, Kevin D. II. Schunn, Christian D. III. Okada, Takeshi. 1—dc21 2001016101 CIP Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Page v Dedicated to Joseph and Barbara Crowley Oswin, Ute, and Gabriela Schunn Kahichiro and Eiko Okada Page vii Contents PrefaceixList of ContributorsxiiiPART I: FUNDAMENTALS OF SCIENCE THINKING1“Seek and Ye Shall Find”: How Curiosity Engenders DiscoveryHerbert A.

Piaget (1974) argued that “There is no better introduction to child logic than the study of spontaneous questions” (p. 171). In these diary studies, our focus goes beyond what children's questions tell us about what they are thinking, and also includes the conversational activities that emerge in response to these questions. Rather than focusing on what we can learn from children's questions, then, we focus on what children themselves might learn from having asked the question and engaged in the conversation that follows.

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