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About GIsML Instruction |
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The GIsML Project > Learning & Instruction
The
following table lists the questions and contexts in which
we have focused our studies relative to learning and instruction
in science. It also lists research papers that resulted from these
studies.
What do Children Learn from Guided Inquiry Instruction in Science?
|
Context |
Research Design |
Papers |
|
|
• with respect to scientific knowledge (Sci-C) and reasoning (Sci-R)? |
Low SES classes, Grades 1-5, Mixed SES classes, grades 2-3, |
Descriptive |
Magnusson, S. J. (1996). Complexities of learning with computer-based tools: A case of inquiry about sound and music in elementary school. Journal of Science Education and Technology, 5(4), 297-309. |
|
Low SES class, Kindergarten, |
Case study |
Lomangino, A. G. (2000). Emergent self-regulatory activity among young children during scientific inquiry: An analysis of six kindergarten children (Doctoral dissertation, University of Michigan, 2000). Dissertation Abstracts International. |
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Low (1), Mixed (1) and High (1) SES classes, Grades 4 & 5, 4 GIsML CoP Teachers; Light, Sinking and Floating |
Design Experiment |
Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Promoting deep understanding of science in students with disabilities in inclusion classrooms. Learning Disabilities Quarterly, 24(1), 15-32. |
What are the participation and learning challenges and opportunities for Children with Special Needs in Guided Inquiry Instruction in Science?
What do Children with Special Needs Learn (Sci-C & Sci-R) from Guided Inquiry Instruction in Science?
|
Context |
Research Design |
Papers |
|
|
• without accommodations |
Low SES class, Grade 4, |
Case study |
Miller, M. (1999). The opportunities and challenges of guided inquiry science for students with special needs (Doctoral dissertation, University of Michigan, 1999). Dissertation Abstracts International. |
|
Mixed SES class, Grade 5, |
Case study |
Collins, K. M. (1999). "Do you think I’m proper?": A case study of educational exclusion and the social construction of ability, achievement, and identity. (Doctoral dissertation, University of Michigan, 1999). Dissertation Abstracts International. |
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• with accommodations specific to the demands of language and cognition, print literacy, attention, and social relations? |
Mixed SES class, Grade 4, |
Case study |
Palincsar, A. S., Collins, K. M., Marano, N. L., & Magnusson, S. J. (2000). Investigating the engagement and learning of students with learning disabilities in guided inquiry science teaching. Language, Speech, and Hearing Services in the Schools, 31, 240-251. |
|
Low (1), Mixed (1) and High (1) SES classes, Grade 4, 4 GIsML CoP Teachers; Light, Sinking and Floating |
Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Promoting deep understanding of science in students with disabilities in inclusion classrooms. Learning Disabilities Quarterly, 24(1), 15-32.LDQ |
What do Children Learn from 2nd-hand Investigations in Guided Inquiry Instruction in Science?
|
Context |
Research Design |
Papers |
|
|
• with commercially available text (revised as considerate expository text)? |
Mixed SES class, Grade 4, |
Descriptive |
Palincsar, A. S. & Magnusson, S. J. (1997, Nov.). The role of text is supporting and extending first-hand investigations in guided inquiry science teaching. Paper presented at the annual meeting of the National Reading Conference, Scottsdale, AZ. Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and Instruction: Twenty-five years of progress (pp. 151-193). Mahwah, NJ: Lawrence Erlbaum Associates. |
|
• with a scientist's notebook text? |
Mixed SES classes, Grade 4, |
Descriptive |
Magnusson, S. J., & Palincsar, A. S. (2001, Aug.). Learning from Text Designed to Model Scientific Thinking in Inquiry-based Instruction. Paper presented at the "Crossing Border: Connecting Science and Literacy" conference, Baltimore, MD. Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and Instruction: Twenty-five years of progress (pp. 151-193). Mahwah, NJ: Lawrence Erlbaum Associates. Cutter, J., Vincent, M., Palincsar, A.S., & Magnusson, S.J. (2001, April). _The cases of the black felt and missing light: Examining classroom discourse for evidence of learning with an innovative genre of science text_. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. |
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• how do children’s interaction with a notebook text (without related 1st-hand investigation) support their engagement in scientific reasoning? |
Mixed SES school, Grade 2, |
Descriptive |
Hapgood, S., Magnusson, S. J., & Palincsar, A. S., (in review). "A very science-like kind of thinking:" Second graders engaged in first- and second-hand scientific investigations. Journal of the Learning Sciences — revise and resubmit. |
What do Children Learn from a Notebook Text versus a Considerate Expository Text?
|
Context |
Research Design |
Papers |
|
|
• with respect to scientific knowledge (Sci-C) and reasoning (Sci-R)? |
Low (2) and Mixed SES classes, Grade 4, Researcher as Teacher; Light |
Quasi-experimental within subject |
Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and Instruction: Twenty-five years of progress (pp. 151-193). Mahwah, NJ: Lawrence Erlbaum Associates. |
How do Students Interpret and Reason with the Information in a Notebook Text, without interactive reading under the guidance of a teacher?
|
Context |
Research Design |
Papers |
|
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• comprehension of the big ideas in the notebook — scientific knowledge and reasoning |
Low and Mixed SES schools, grade 4; Motion and Static Electricity, Interview |
Case study |
Palincsar, A. P., Magnusson, S. J., Hamlin, M., & Pesko, M. E. (in progress). Unaided interpretation and reasoning with a scientist’s notebook text. University of Michigan, in progress. |
|
• interpretation of tables of data and the analysis of data |
Low and Mixed SES schools, grade 4; Motion and Static Electricity., Interview |
Descriptive |
Hamlin, M. (in progress). Reasoning with data in informational text: examining evidence of mathematical and scientific reasoning (Scholarly paper, University of Michigan, in progress). |
What do Children Learn from the Interplay of 1st- and 2nd-hand Investigations in Guided Inquiry Instruction in Science?
|
Context |
Research Design |
Papers |
|
|
• with respect to scientific knowledge (Sci-C) and reasoning (Sci-R)? |
Mixed SES school, Grades 1 and 2, |
Hapgood, S. (in progress). Investigating the use of literacy in guided inquiry science instruction in the primary grades. (Doctoral dissertation, University of Michigan, in progress). |
|
|
Low SES class, Grade 4, |
Microgenetic classroom-level analysis |
Ford, D. J. (1999). The role of text in supporting and extending first-hand investigations in guided inquiry science. (Doctoral dissertation, University of Michigan, 1999). Dissertation Abstracts International. |
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|
Mixed SES class, Grade 4, |
Descriptive |
Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and Instruction: Twenty-five years of progress (pp. 151-193). Mahwah, NJ: Lawrence Erlbaum Associates. |