Contributor
Crowley, Kevin D.
Imprint:Mahwah, N.J. : Lawrence Erlbaum Associates, 2001.
Descriptionxiv, 498 p. : ill. ; 24 cm.
Note:PART I. FUNDAMENTALS OF SCIENCE THINKING: 1. "Seek and ye shall find": how curiosity engenders discovery / Herbert A. Simon -- 2. Explanatory conversations and young children's developing scientific literacy / Maureen A. Callanan, Jennifer L. Jipson -- 3. The rhythms of scientific thinking: a study of collaboration in an earthquake microworld / Margarita Azmitia, Kevin Crowley -- 4. Acquiring expertise in science: explorations of what, when, and how / Christian Schunn, John Anderson -- 5. What scientific thinking reveals about the nature of cognition / Ryan Tweney -- Part II. BUILDING FOR SCIENTIFIC THINKING: 7. Complexity, emergence, and synthetic models in science education / David E. Penner -- 8. From cognition to instruction to cognition: a case study in elementary school science instruction / David Klahr, Zhe Chen, Eva Toth -- 9. Reconsidering the role of experiment in science education / Richard Lehrer, Leona Schauble, Anthony Petrosino -- 10. Developing reflective inquiry practices: a case study of software, teacher, and students / Ben Loh, Brian J. Reiser, Josh Radinsky, Daniel C. Edelson, Louis M. Gomez, Sue Marshall -- 11. High throughput discovery: search and interpretation on the path to new drugs / Jeff Shrager -- Part III. EVALUATING SCIENTIFIC THINKING: 12. Epistemologically authentic scientific reasoning / Clark A. Chinn, Betina A. Malhotra -- 13. Everyday activity and the development of scientific thinking / Kevin Crowley, Jodi Galco -- 14. Facets of students' thinking: designing to cross the gap from research to standards-based practice / Jim Minstrell -- 15. The role of hypothesis formation in psychological research / Takeshi Okada, takashi Shimokido -- 16. Internet epistemology: contributions of new information to scientific research / Paul Thagard.
Bibliography Note:Includes bibliographical references and indexes.
Note:"Guided by the desire to explore connections between the three separate strands of scientific thinking research, we convened a conference in April 1998 at the University of Pittsburgh's Learning Research and Development Center. We invited leading researchers from each of the three contexts to discuss whether it was possible, whether it is a good idea at all, to consider everyday, instructional, and professional science together in a coherent view of the development and practice of scientific thinking. This book represents an extension and integration of the presentations and conversations of the conference." - Preface.
