Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform

Title: Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform
Abstract/Description: We describe a set of design principles that, when used to create standards-based curriculum materials, could engage students in inquiry, make use of new learning technologies, and promote student learning. These design principles are derived from 4 salient features fundamental to social constructivism: active construction, situated cognition, community, and discourse. Expanding on this foundation, examples are provided for how the design principles are evinced in an actual project. We conclude with a description of challenges associated with the enactment of our curriculum materials.
Author/creator: Singer, Jon; Marx, Ronald W.; Krajcik, Joseph S.; Clay-Chambers, Juanita
Date: 2000
In publication: Educational Psychologist
Volume: 35
Issue: 3
Pages: 165-178
Resource type: en Background/Context
Medium: en Print
Background/context type: en Conceptual
Open access/free-text available: en No
Peer reviewed: en Yes
ISSN: 0046-1520
DOI: 10.1207/S15326985EP3503_3
URL: Official Publisher's Webpage (Taylor & Francis)
Citation: Singer, J., Marx, R. W., Krajcik, J., & Clay Chambers, J. (2000). Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform. Educational Psychologist, 35(3), 165–178. https://doi.org/10.1207/S15326985EP3503_3
Cited in: Equitable Learning

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