Published Papers, 2004
Anderson, C. W., Sharma, A., Lockhart, J., Carolan, A., Moore, F., Parshall, T., & Gallagher, J. (2004). Environmental literacy blueprint (partial draft). Retrieved August 8, 2006, from http://edr1.educ.msu.edu/EnvironmentalLit/.
Davis, E. A. (2004). Knowledge integration in science teaching: Analysing teachers’ knowledge development. Research in Science Education, 34(1), 21-53.
DeBoer, G. E. (2004). Historical perspectives on inquiry teaching in schools. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 17-35). Dordrecht, The Netherlands: Kluwer.
Edelson, D. (2004). The parallel universes of the learning sciences and instructional design: A historical perspective. Educational Technology, XLIV, 27-30.
Fortus, D., Dershimer, R. C., Marx, R. W., Krajcik, J., & Mamlok-Naaman, R. (2004). Design-based science (DBS) and student learning. Journal of Research in Science Teaching, 41(10), 1081.
Johnson, A., Moher, T., Cho, Y. J., Edelson, D., & Russell, E. (2004). Learning science inquiry skills in a virtual field. Computers & Graphics, 28(3), 409-416.
Novak, A. M., & Krajcik, J. S. (2004). Using technology to support inquiry in middle school science. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 75-101). Dordrecht, The Netherlands: Kluwer.
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., Kyza, E., Edelson, D., & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337.
Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273.
Sherin, B. L., Reiser, B. J., & Edelson, D. C. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. The Journal of the Learning Sciences, 13(3), 387.
