Patterns in children’s online behavior and scientificproblem-solving: A large-N microgenetic study
Document Type
Presentation
Journal/Book Title/Conference
Avoiding simplicity,confronting complexity: Advances in studying and designing powerful (computer-based)learning environments [European Association for Research on Learning and InstructionSIG Instructional Design and SIG Learning and Instruction with Computers conference]
Publication Date
6-1-2006
Abstract
The development of scientific reasoning in children has major implications for science education and, by extension, the public's understanding and production of scientific knowledge. In instructional contexts, reliable assessment of scientific reasoning skills is very difficult because children's strategy use is highly variable, both within and across individuals (Kuhn & Phelps, 1982; Schauble, 1990; Shavelson, Baxter, & Gao, 1993). Thus, it is particularly important to understand the processes by which scientific reasoning develops in order to design effective interventions (Chen & Klahr, 1999).
Recommended Citation
Feldon, D. F., & Gilmore, J. (2006). Patterns in children’s online behavior and scientific problem-solving: A large-N microgenetic study. Presented at Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer-based) learning environments [European Association for Research on Learning and Instruction SIG Instructional Design and SIG Learning and Instruction with Computers conference]. Leuven, Belgium: June, 2006.
