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Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design

https://doi.org/10.1207/s15327809jls0803
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Tools for bridging the cultures of everyday and scientific thinking
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Testing a model of science process skills acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge
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Instructional design for situated learning
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The transformation of individual and collective knowledge in elementary science classrooms that are organised as knowledge-building communities
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Grounded constructions and how technology can help
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Foundations of AI: The big issues
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A dynamical systems perspective on agent-environment interaction
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Mental models of mechanical systems: Individual differences in qualitative and quantitative reasoning
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How a Cockpit Remembers Its Speeds
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Is Alexithymia the Emotional Equivalent of Blindsight?
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Situated cognition and assessment of competence in science
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Conceptual coordination: Abstraction without description
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Dynamic Memory Revisited
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“When I come down I'm in the domain state”: grammar and graphic representation in the interpretive activity of physicists
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The practice of learning
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Beneath the skin and between the ears: A case study in the politics of representation
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Methodological solipsism considered as a research strategy in cognitive psychology
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Intentional relations and social understanding
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The Intentional Spring: A Strategy for Modeling Systems That Learn to Perform Intentional Acts
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Modeling games in the Newtonian World
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How to lie and confuse with visualization
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Learner-centered design
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The Multimedia Forum Kiosk and SpeakEasy
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The Collaboratory Notebook
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A learner-centered tool for students building models
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ARTEMIS
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Communities of Learning and Thinking, or A Context by Any Other Name
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Learning Disability, Attention-Deficit Disorder, and Language Impairment as Outcomes of Prematurity
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Self-Organization of Mother-Child Instructional Dyads and Later Attention Disorder
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Chaos Theory and the Study of Human Behavior: Implications for Special Education and Developmental Disabilities
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Learning to Understand the Balance Beam
inferredcites →https://doi.org/10.1207/s1532690xci0902_2openalex-snapshot
Children's Talk in Classroom Discussions
inferredcites →https://doi.org/10.1207/s1532690xci0903_3openalex-snapshot
Using Conceptual Models to Facilitate Conceptual Change: The Case of Weight-Density Differentiation
inferredcites →https://doi.org/10.1207/s1532690xci0904_1openalex-snapshot
Cross-Domain Development of Scientific Reasoning
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ThinkerTools: Causal Models, Conceptual Change, and Science Education
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An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum
inferredcites →https://doi.org/10.1207/s1532690xci1101_2openalex-snapshot
Preschoolers' Developing Knowledge of the Pan Balance: From New Representation to Transformed Problem Solving
inferredcites →https://doi.org/10.1207/s1532690xci1202_3openalex-snapshot
Routine Testing Practices and the Linguistic Construction if Knowledge
inferredcites →https://doi.org/10.1207/s1532690xci1301_3openalex-snapshot
Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor
inferredcites →https://doi.org/10.1207/s1532690xci1301_4openalex-snapshot
Learning With Real Machines or Diagrams: Application of Knowledge to Real-World Problems
inferredcites →https://doi.org/10.1207/s1532690xci1402_2openalex-snapshot
Knowledge Diffusion in a Grade 4-5 Classroom During a Unit on Civil Engineering: An Analysis of a Classroom Community in Terms of Its Changing Resources and Practices
inferredcites →https://doi.org/10.1207/s1532690xci1501_1openalex-snapshot
Knowledge Building as a Mediator of Conflict in Conceptual Change
inferredcites →https://doi.org/10.1207/s1532690xci1604_3openalex-snapshot
Participant Structures, Scientific Discourse, and Student Engagement in Fourth Grade
inferredcites →https://doi.org/10.1207/s15326969eco0204_2openalex-snapshot
What an Actor Must Do in Order to Perceive the Affordance for Sitting
inferredcites →https://doi.org/10.1207/s15326969eco0302_5openalex-snapshot
Cognition as the Cooperative Appropriation of Affordances
inferredcites →https://doi.org/10.1207/s15326969eco0304_2openalex-snapshot
Thermodynamic Reasons for Perception--Action Cycles
inferredcites →https://doi.org/10.1207/s15326969eco0403_3openalex-snapshot
Affordances and Prospective Control: An Outline of the Ontology
inferredcites →https://doi.org/10.1207/s15326969eco0404_4openalex-snapshot
Ecological Perspectives on the New Artificial Intelligence
inferredcites →https://doi.org/10.1207/s15326969eco0901_3openalex-snapshot
Evolutionary Theory Developing: The Problem(s) With Darwin's Dangerous Idea
inferredcites →https://doi.org/10.1207/s15326985ep2703_5openalex-snapshot
Authentic Inquiry With Data: Critical Barriers to Classroom Implementation
inferredcites →https://doi.org/10.1207/s15326985ep2704_3openalex-snapshot
Learning as Social and Neural
inferredcites →https://doi.org/10.1207/s15326985ep2803_4openalex-snapshot
On understanding the nature of scientific knowledge
inferredcites →https://doi.org/10.1207/s15326985ep2901_1openalex-snapshot
Implications of postmodernism for science, or, science as progressive discourse
inferredcites →https://doi.org/10.1207/s15326985ep2901_3openalex-snapshot
Reconstructing educational psychology: Situated cognition and Deweyian pragmatism
inferredcites →https://doi.org/10.1207/s15327809jls0201_2openalex-snapshot
Appropriating Scientific Discourse: Findings From Language Minority Classrooms
inferredcites →https://doi.org/10.1207/s15327809jls0201_3openalex-snapshot
ASK Systems: An Approach to the Realization of Story-Based Teachers
inferredcites →https://doi.org/10.1207/s15327809jls0202_2openalex-snapshot
Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
inferredcites →https://doi.org/10.1207/s15327809jls0203_1openalex-snapshot
Learning by Collaborating: Convergent Conceptual Change
inferredcites →https://doi.org/10.1207/s15327809jls0204_2openalex-snapshot
Putting Case-Based Instruction Into Context: Examples From Legal and Medical Education
inferredcites →https://doi.org/10.1207/s15327809jls0303_1openalex-snapshot
Toward a Theory of Computer Support for Collaborative Learning
inferredcites →https://doi.org/10.1207/s15327809jls0303_3openalex-snapshot
Computer Support for Knowledge-Building Communities
inferredcites →https://doi.org/10.1207/s15327809jls0304_2openalex-snapshot
The Design of Goal-Based Scenarios
inferredcites →https://doi.org/10.1207/s15327809jls0401_1openalex-snapshot
Modeling Individual Differences in Students' Learning Strategies
inferredcites →https://doi.org/10.1207/s15327809jls0401_2openalex-snapshot
Interaction Analysis: Foundations and Practice
inferredcites →https://doi.org/10.1207/s15327809jls0402_1openalex-snapshot
Students' Understanding of the Objectives and Procedures of Experimentation in the Science Classroom
inferredcites →https://doi.org/10.1207/s15327809jls0403_1openalex-snapshot
Prospects for Scientific Visualization as an Educational Technology
inferredcites →https://doi.org/10.1207/s15327809jls0502_1openalex-snapshot
Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions
inferredcites →https://doi.org/10.1207/s15327809jls0502_2openalex-snapshot
Art and Artifact of Children's Designing: A Situated Cognition Perspective
inferredcites →https://doi.org/10.1207/s15327809jls0503_5openalex-snapshot
From Co-Construction to Takeovers: Science Talk in a Group of Four Girls
inferredcites →https://doi.org/10.1207/s15327809jls0504_1openalex-snapshot
Exploring Learning Opportunities in Coordinated Network-Enhanced Classrooms: A Case of Kids as Global Scientists
inferredcites →https://doi.org/10.1207/s15327809jls0601_4openalex-snapshot
The Role of Extreme Case Reasoning in Instruction for Conceptual Change
inferredcites →https://doi.org/10.1207/s15327809jls0602_3openalex-snapshot
Using Questioning to Guide Student Thinking
inferredcites →https://doi.org/10.1207/s15327809jls0703openalex-snapshot
Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning
inferredcites →https://doi.org/10.1207/s15327809jls0801_4openalex-snapshot
The Cultural Turn
inferredcites →https://doi.org/10.1207/s15516709cog0504_2openalex-snapshot
Toward a Theory of Intrinsically Motivating Instruction*
inferredcites →https://doi.org/10.1207/s15516709cog1701_2openalex-snapshot
Situated Action: A Symbolic Interpretation
inferredcites →https://doi.org/10.1207/s15516709cog1701_3openalex-snapshot
Situativity and Symbols: Response to Vera and Simon
inferredcites →https://doi.org/10.1207/s15516709cog1701_7openalex-snapshot
Situated Action: A Neuropsychological Interpretation Response to Vera and Simon
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Thinking as Argument
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Classroom Dynamics: The Impact of a Technology-Based Curriculum Innovation on Teaching and Learning
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The Design and Analysis of a Mathematical Microworld
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Computer-Supported Intentional Learning Environments
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Synthesizing Instructional Technologies and Educational Culture: Exploring Cognition and Metacognition in the Social Studies
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Verbal Interaction and Problem-Solving within Computer-Assisted Cooperative Learning Groups
inferredcites →https://doi.org/10.2307/1176776openalex-snapshot
Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics
inferredcites →https://doi.org/10.2307/1177113openalex-snapshot
Obstacles to Understanding Cognition As Situated
inferredcites →https://doi.org/10.2307/2273415openalex-snapshot
Models and reality
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Knowing One's Own Mind
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The Psychology of Written Composition
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Text within a Text
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Situated Cognition and the Culture of Learning
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Constructing Scientific Knowledge in the Classroom
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On Two Metaphors for Learning and the Dangers of Choosing Just One
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Scientific Discovery Learning with Computer Simulations of Conceptual Domains
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Individual and collective activities in educational computer game playing
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The progress Portfolio
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A design for effective support of inquiry and collaboration
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Collaborative support for learning in complex domains
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Vygotsky and Cognitive Science
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Supercomputing and the transformation of science
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Handbook of Educational Psychology
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THE ACT OF DISCOVERY
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Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics
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National Science Education Standards
inferredcites →https://doi.org/10.5860/choice.28-5211openalex-snapshot
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inferredcites →https://doi.org/10.5860/choice.32-2863openalex-snapshot
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inferredcites →https://doi.org/10.5860/choice.32-3355openalex-snapshot
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inferredcites →https://doi.org/10.7208/chicago/9780226177847.001.0001openalex-snapshot
The Body in the Mind

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inferred← citeshttps://doi.org/10.1007/s11412-006-8874-3openalex-snapshot
Approaching institutional contexts: systemic versus dialogic research in CSCL
inferred← citeshttps://doi.org/10.1007/s11412-008-9051-7openalex-snapshot
Leveraging online communities in fostering adaptive schools
inferred← citeshttps://doi.org/10.1007/s11412-009-9069-5openalex-snapshot
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
inferred← citeshttps://doi.org/10.1007/s11412-010-9097-1openalex-snapshot
Using activity theory to understand intergenerational play: The case of Family Quest
inferred← citeshttps://doi.org/10.1007/s11412-012-9145-0openalex-snapshot
How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams
inferred← citeshttps://doi.org/10.1007/s11412-019-09300-7openalex-snapshot
Conceptualizing the designs of authentic computer-supported collaborative learning environments in schools
inferred← citeshttps://doi.org/10.1007/s11422-006-9021-1openalex-snapshot
Forum: Toward a non-reductionist perspective of thinking in science
inferred← citeshttps://doi.org/10.1007/s11422-009-9196-3openalex-snapshot
Engaging young children in collective curriculum design
inferred← citeshttps://doi.org/10.1007/s11422-010-9288-0openalex-snapshot
Collective curriculum design as a tool for rethinking scientific literacy
inferred← citeshttps://doi.org/10.1007/s11422-019-09968-1openalex-snapshot
The resurgence of everyday experiences in school science learning activities
inferred← citeshttps://doi.org/10.1007/s11423-006-9006-5openalex-snapshot
Evaluation of a collaborative multimedia conflict resolution curriculum
inferred← citeshttps://doi.org/10.1007/s11423-006-9008-3openalex-snapshot
Context–process authenticity in learning: implications for identity enculturation and boundary crossing
inferred← citeshttps://doi.org/10.1007/s11423-006-9019-0openalex-snapshot
Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds
inferred← citeshttps://doi.org/10.1007/s11423-009-9122-0openalex-snapshot
Towards an idea-centered, principle-based design approach to support learning as knowledge creation
inferred← citeshttps://doi.org/10.1007/s11423-009-9137-6openalex-snapshot
Technology-supported learning innovation in cultural contexts
inferred← citeshttps://doi.org/10.1007/s11423-010-9150-9openalex-snapshot
Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment
inferred← citeshttps://doi.org/10.1007/s11423-011-9194-5openalex-snapshot
A critical-realist response to the postmodern agenda in instructional design and technology: a way forward
inferred← citeshttps://doi.org/10.1007/s11423-015-9370-0openalex-snapshot
Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review
inferred← citeshttps://doi.org/10.1007/s11423-015-9378-5openalex-snapshot
Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment
inferred← citeshttps://doi.org/10.1007/s11423-015-9402-9openalex-snapshot
Understanding the life cycle of computer-based models: the role of expert contributions in design, development and implementation
inferred← citeshttps://doi.org/10.1007/s11423-018-9581-2openalex-snapshot
A structural equation modeling investigation of the emotional value of immersive virtual reality in education
inferred← citeshttps://doi.org/10.1007/s11423-019-09706-yopenalex-snapshot
The use of open data as a material for learning
inferred← citeshttps://doi.org/10.1007/s11858-019-01095-zopenalex-snapshot
Teaching strategies to foster techno-mathematical literacies in an innovative mathematics course for future engineers
inferred← citeshttps://doi.org/10.1007/s12193-021-00365-zopenalex-snapshot
Identifying and evaluating conceptual representations for auditory-enhanced interactive physics simulations
inferred← citeshttps://doi.org/10.1007/s12369-015-0303-1openalex-snapshot
Can a Social Robot Stimulate Science Curiosity in Classrooms?
inferred← citeshttps://doi.org/10.1007/s41039-015-0006-0openalex-snapshot
An exploration of problem posing-based activities as an assessment tool and as an instructional strategy
inferred← citeshttps://doi.org/10.1007/s42087-020-00143-5openalex-snapshot
Making Meaning of Science: An Experience of a Science Museum in Fostering Dialogue Between Young People and Science
inferred← citeshttps://doi.org/10.1016/b978-0-08-044894-7.00630-8openalex-snapshot
Socioemotional Aspects of Technology-Supported Learning
inferred← citeshttps://doi.org/10.1016/b978-0-08-044894-7.00729-6openalex-snapshot
Technology Supports for Science Learning
inferred← citeshttps://doi.org/10.1016/b978-0-12-818234-5.00083-3openalex-snapshot
Fuzzy Cognitive Modeling in Coastal Geomorphology
inferred← citeshttps://doi.org/10.1016/j.chb.2010.08.009openalex-snapshot
Differences in learning processes between successful and less successful students in computer-supported collaborative learning in the field of human nutrition and health
inferred← citeshttps://doi.org/10.1016/j.compedu.2005.04.010openalex-snapshot
Teachers’ pedagogical designs for technology-supported collective inquiry: A national case study
inferred← citeshttps://doi.org/10.1016/j.compedu.2005.04.011openalex-snapshot
The nature of the discourse in web-based Collaborative Learning Environments: Case studies from four different countries
inferred← citeshttps://doi.org/10.1016/j.compedu.2005.11.019openalex-snapshot
A model for evaluating the effectiveness of remote engineering laboratories and simulations in education
inferred← citeshttps://doi.org/10.1016/j.compedu.2006.12.013openalex-snapshot
Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms
inferred← citeshttps://doi.org/10.1016/j.compedu.2010.04.007openalex-snapshot
A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers
inferred← citeshttps://doi.org/10.1016/j.compedu.2010.06.012openalex-snapshot
Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning
inferred← citeshttps://doi.org/10.1016/j.compedu.2010.08.024openalex-snapshot
Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice
inferred← citeshttps://doi.org/10.1016/j.compedu.2011.04.009openalex-snapshot
Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories
inferred← citeshttps://doi.org/10.1016/j.compedu.2011.05.007openalex-snapshot
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States
inferred← citeshttps://doi.org/10.1016/j.compedu.2011.08.031openalex-snapshot
Utilising a collaborative macro-script to enhance student engagement: A mixed method study in a 3D virtual environment
inferred← citeshttps://doi.org/10.1016/j.compedu.2014.05.006openalex-snapshot
Students' online interactive patterns in augmented reality-based inquiry activities
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