Center for Curriculum Materials in Science

AAAS Project 2061, Michigan State University, Northwestern University, University of Michigan


Book Chapters, Papers & Articles 2006

Book Chapters

Blumenfeld, P., Kempler, T., & Krajcik, J. (2006). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475–488). Cambridge: Cambridge University Press.

DeBoer, G. E. (2006). History of the science standards movement in the United States. In D. W. Sunal & E. L. Wright (Series Eds.), Research in science education: Vol. 2. The impact of state and national standards on K–12 science teaching (pp. 7–49). Greenwich, CT: Information Age Publishing.

Edelson, D. C., & Brown, M. (2006). Designing GIS software for education: A workshop report for the GIS Community. Retrieved August 2, 2006, from Northwestern University, The Geographic Data in Education Initiative, Web site: http://www.geode.northwestern.edu/myworld/GISinEd_Workshop.pdf.

Edelson, D. C., & Reiser, B. J. (2006). Making authentic practices accessible to learners: Design challenges and strategies. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 335–354). Cambridge: Cambridge University Press.

Fishman, B., & Davis, E. (2006). Teacher learning research and the learning sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 535–550). Cambridge: Cambridge University Press.

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). Cambridge: Cambridge University Press.

Mamlok-Naaman, R., Fortus, D., Dershimer, R. C., Krajcik, J., & Marx, R. W. (2006). How do I design a cellular phone that is safer to use? In P. Nentwig & D. Waddington (Eds.), Setting into perspective: Context-based science education (pp. 215-241). Munster: Waxmann.

McNeill, K. L., & Krajcik, J. (in press). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In M. Lovett, & P. Shah (Eds.), Thinking with data: The proceedings of the 33rd Carnegie symposium on cognition. Mahway, NJ: Lawrence Erlbaum.

Stern, L., & Roseman, J. E. (2006). Improving the alignment of curriculum and assessment to national science standards. In D. W. Sunal & E. L. Wright (Series Eds.), Research in science education: Vol. 2. The impact of state and national standards on K–12 science teaching (pp. 301–324). Greenwich, CT: Information Age Publishing.

Sutherland, L. M., McNeill, K. L., Krajcik, J. S.,& Colson, K. (2006). Supporting students in developing scientific explanations. In Linking science and literacy in the K-8 classroom. Washington, DC: National Science Teachers Association.

Papers and Journal Articles

Beyer, C., & Davis, E. A. (2006). Characterizing the quality of second-graders' observations and explanations to inform the design of educative curriculum materials. In The Proceedings of the 7th International Conference of the Learning Sciences (pp. 43–49). Mahwah, NJ: Lawrence Erlbaum Associates.

Davis, E. A. (2006). Preservice elementary teachers’ critique of instructional materials for science. Science Education, 90(2), 3–14.

Davis, E. A., & Petish, D. (in press). Real-world applications and instructional representations among prospective elementary science teachers. Journal of Science Teacher Education.

Edelson, D. C., & Reiser, B. J. (2006). Making authentic practices accessible to learners: Design challenges and strategies. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 335-354). Cambridge: Cambridge University Press.

Edelson, D. C., Tarnoff, A., Schwille, K., Bruozas, M., & Switzer, A. (2006). Learning to make systematic decisions. The Science Teacher, 73(4), 40–45.

Gunckel, K. L., Tsurusaki, B. K., & Enfield, M. (2006). Challenges of teaching about curriculum materials to pre-service elementary teachers. The Association for the Education of Teachers of Science, Portland, OR.

Hug, B., Krajcik, J. S., Marx, R. W. (2005). Using innovative learning technologies to promote learning and engagement in an urban science classroom. Urban Education, 40, 446-472.

McNeill, K. L., & Krajcik, J. (accepted). Teacher instructional practices to support students writing scientific explanations. In J. Luft, J. Gess-Newsome, & R. Bell, (Eds.), Science as inquiry in the secondary setting. Washington, DC: National Science Foundation.

McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153–191.

Sherin, B. (2006). Common Sense Clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43(6), 535–555.

Text: AAAS Project 2061, Michigan State University, Northwestern University, University of Michigan
Text: Center for Curriculum Materials in Science