Presentation by David Klahr, Department of Psychology, Carnegie Mellon University
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MS PowerPoint (355 KB) | PDF (167 KB) |
- How can laboratory research in cognitive and developmental psychology contribute to science education (and vice versa)?
- Outline
- Types of Psychological Research on Scientific Thinking
- Domain-Specific Hypothesis Generation
- Domain-General Evidence Evaluation:
- What has research on children's scientific thinking revealed?
- What has research on children's scientific thinking revealed?
- What has research on children's scientific thinking revealed?
- Psychologist's reaction to studies of isolated cell or cells: Great Stuff!
- But real teachers teaching real science can't isolate the cells!
- Conflicting goals and constraints:
- We have a lot of knowledge about cognition
- Outline
- Stokes, Donald (1997) Pasteur’s Quadrant:
- "Engineering" vs "Science" in science education
- From basic to applied research in instruction
- Outline
- Recent & Current Collaborators
- Research Questions:
- Lab study: CVS Training
- THE SPRINGS DOMAIN
- SPRINGS: an unconfounded test for length
- RAMPS: A multiply confounded test
- THREE TYPES OF TRAINING
- Direct Instruction
- Phases
- Results
- Remote Transfer
- % OF CHILDREN GETTING 13 of 15 CORRECT ON REMOTE (7 month delay) POSTTEST
- From Basic to Applied
- What to hold and what to fold?
- Participants in Classroom Study
- Results of classroom Study
- Classroom results (continued)
- Mutually informative approaches
- What about the red arrows??
- New Issues raised by classroom study
- Outline
- Suggestions for a science of science education
- Approach Avoidance
- Needed: large number of specific, but robust, findings
- What works, AND what doesn’t work, AND what doesn’t seem to matter one way or the other
- No magic bullet
- Thank you
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Last Modified: 04/15/2004

