Joseph Krajcik
Datos Biográficos
| ID | 3473565 |
|---|---|
| NOMBRE | Joseph Krajcik |
| NOMBRES | Joseph |
| APELLIDO | Krajcik |
| FIRMA | KRAJCIK J |
| AFILIACIONES | University of Michigan |
| ORCID | 0000-0002-5413-507X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAS | 164 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1991 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 4 |
Middle school students' use of the energy concept to engage in new learning
One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are e…
Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective
Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework ) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflecte…
The relationships between elementary students' knowledge‐in‐use performance and their science achievement
This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐leve…
Factors predicting teachers' implementation of inquiry‐based teaching practices
Inquiry‐Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of i…
Adapting scientific modeling practice for promoting elementary students’ productive disciplinary engagement
This study explores the adaptations made by elementary school teachers to promote student Productive Disciplinary Engagement (PDE) during modeling activities within an online learning context. PDE means students make collective intellectual progress by using disciplinary practices and ideas to formulate possible solutions or answers. Given the abrupt transition to remote education instigated by the COVID-19 pandemic, student engagement and hands-…
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
The interplay between students' motivational profiles and science learning
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self‐evaluation. This complexity is further increased because students' motivation and success in science learning influen…
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system
Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project‐based learning (PBL) is an efficient approach to promoting student science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system consisting of curriculum, instruction, assessment, and professional learning promotes student learning.…
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science…
Applying machine learning to automatically assess scientific models
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student‐developed models is time‐ and cost‐intensive, remaining one of the most challenging assessment practices for science education. More importantly, teachers who rely on timely feedback to plan and adj…
U.S. and Finnish high school science engagement during the Covid‐19 pandemic
When the COVID‐19 pandemic struck, research teams in the United States and Finland were collaborating on a study to improve adolescent academic engagement in chemistry and physics and the impact remote teaching on academic, social, and emotional learning. The ongoing “Crafting Engaging Science Environments” (CESE) intervention afforded a rare data collection opportunity. In the United States, students were surveyed at the beginning of the school …
A framework for supporting systems thinking and computational thinking through constructing models
We face complex global issues such as climate change that challenge our ability as humans to manage them. Models have been used as a pivotal science and engineering tool to investigate, represent, explain, and predict phenomena or solve problems that involve multi-faceted systems across many fields. To fully explain complex phenomena or solve problems using models requires both systems thinking (ST) and computational thinking (CT). This study pro…
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
Developing and validating Next Generation Science Standards ‐aligned learning progression to track three‐dimensional learning of electrical interactions in high school physical science
The Framework for K‐12 science education (The Framework ) and Next Generation Science Standards (NGSS) emphasize the usefulness of learning progressions in helping align curriculum, instruction, and assessment to organize the learning process. The Framework defines three dimensions of science as the basis of theoretical learning progressions described in the document and used to develop NGSS. The three dimensions include disciplinary core ideas, …
Supporting Contextualization
Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization
Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on …
High school students' situational engagement associated with scientific practices in designed science learning situations
This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engagement were collected using the experience sampling method (ESM) from 142 students in southern Michigan …
“We do not know what is the real story anymore ”
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, th…
Globalization and Science Education
Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development …
Commentary on Chinn’s & Samarapungavan’s Paper
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
The purpose of this study was to determine whether providing students with continuous written instructional support or fading written instructional support (scaffolds) better prepares students to construct scientific explanations when they are no longer provided with support. This article investigated the influence of scaffolding on 331 seventh-grade students' writing of scientific explanations during an 8-week, project-based chemistry unit in wh…
Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom
Recent reform movements within the United States have called for science for all and educational reforms to support this goal. In light of these reform movements and concerns regarding learning within urban schools, science educators and policy makers have pushed for the incorporation of learning technologies within schools as a way of creating equity and promoting learning among diverse learners. The Center for Learning Technologies in Urban Sch…
Designing Educative Curriculum Materials to Promote Teacher Learning
Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials . How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these …
A Scaffolding Design Framework for Software to Support Science Inquiry
The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body of work on scaffolded tools, scaffold design, and the impact of scaffolding, the field has not yet converged on a common theoretical framework that defines rationales and approaches to guide the design…
New technologies for teacher professional development
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
Designing Educative Curriculum Materials to Promote Teacher Learning
Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials . How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these …
Learning With Peers
Peer learninghas been_suggested by many as an edu-catiortar"""innovation that can trajisiorm students ' learning experiences. Policymakers and researchers see small group work as a way to improve attitudes to-ward school, foster achievement, develop thinking skills, and promote interpersonal and intergroup relations. Yet, like most other simple suggestions such as lengthening the school year or assigning more homework, learning from peers in coop…
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science…
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom
Recent reform movements within the United States have called for science for all and educational reforms to support this goal. In light of these reform movements and concerns regarding learning within urban schools, science educators and policy makers have pushed for the incorporation of learning technologies within schools as a way of creating equity and promoting learning among diverse learners. The Center for Learning Technologies in Urban Sch…
New technologies for teacher professional development
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
Learning With Peers
Peer learninghas been_suggested by many as an edu-catiortar"""innovation that can trajisiorm students ' learning experiences. Policymakers and researchers see small group work as a way to improve attitudes to-ward school, foster achievement, develop thinking skills, and promote interpersonal and intergroup relations. Yet, like most other simple suggestions such as lengthening the school year or assigning more homework, learning from peers in coop…
New technologies for teacher professional development
A Scaffolding Design Framework for Software to Support Science Inquiry
The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body of work on scaffolded tools, scaffold design, and the impact of scaffolding, the field has not yet converged on a common theoretical framework that defines rationales and approaches to guide the design…
Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom
Recent reform movements within the United States have called for science for all and educational reforms to support this goal. In light of these reform movements and concerns regarding learning within urban schools, science educators and policy makers have pushed for the incorporation of learning technologies within schools as a way of creating equity and promoting learning among diverse learners. The Center for Learning Technologies in Urban Sch…
Designing Educative Curriculum Materials to Promote Teacher Learning
Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials . How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these …
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
The purpose of this study was to determine whether providing students with continuous written instructional support or fading written instructional support (scaffolds) better prepares students to construct scientific explanations when they are no longer provided with support. This article investigated the influence of scaffolding on 331 seventh-grade students' writing of scientific explanations during an 8-week, project-based chemistry unit in wh…
Commentary on Chinn’s & Samarapungavan’s Paper
Globalization and Science Education
Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development …
“We do not know what is the real story anymore ”
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, th…
Supporting Contextualization
Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization
Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on …
High school students' situational engagement associated with scientific practices in designed science learning situations
This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engagement were collected using the experience sampling method (ESM) from 142 students in southern Michigan …
Developing and validating Next Generation Science Standards ‐aligned learning progression to track three‐dimensional learning of electrical interactions in high school physical science
The Framework for K‐12 science education (The Framework ) and Next Generation Science Standards (NGSS) emphasize the usefulness of learning progressions in helping align curriculum, instruction, and assessment to organize the learning process. The Framework defines three dimensions of science as the basis of theoretical learning progressions described in the document and used to develop NGSS. The three dimensions include disciplinary core ideas, …
Applying machine learning to automatically assess scientific models
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student‐developed models is time‐ and cost‐intensive, remaining one of the most challenging assessment practices for science education. More importantly, teachers who rely on timely feedback to plan and adj…
U.S. and Finnish high school science engagement during the Covid‐19 pandemic
When the COVID‐19 pandemic struck, research teams in the United States and Finland were collaborating on a study to improve adolescent academic engagement in chemistry and physics and the impact remote teaching on academic, social, and emotional learning. The ongoing “Crafting Engaging Science Environments” (CESE) intervention afforded a rare data collection opportunity. In the United States, students were surveyed at the beginning of the school …
A framework for supporting systems thinking and computational thinking through constructing models
We face complex global issues such as climate change that challenge our ability as humans to manage them. Models have been used as a pivotal science and engineering tool to investigate, represent, explain, and predict phenomena or solve problems that involve multi-faceted systems across many fields. To fully explain complex phenomena or solve problems using models requires both systems thinking (ST) and computational thinking (CT). This study pro…
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
The interplay between students' motivational profiles and science learning
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self‐evaluation. This complexity is further increased because students' motivation and success in science learning influen…
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system
Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project‐based learning (PBL) is an efficient approach to promoting student science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system consisting of curriculum, instruction, assessment, and professional learning promotes student learning.…
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science…
Middle school students' use of the energy concept to engage in new learning
One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are e…
Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective
Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework ) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflecte…
The relationships between elementary students' knowledge‐in‐use performance and their science achievement
This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐leve…
Psychology (22 obras) · Mathematics education (19 obras) · Computer Science (15 obras) · Pedagogy (15 obras) · Science education (14 obras) · Innovative Teaching and Learning Methods (13 obras) · Sociology (13 obras) · Science Education and Pedagogy (10 obras) · Artificial Intelligence (5 obras) · Artificial Intelligence (5 obras)