Design-based research (DBR) is a method for testing educational theories while simultaneously studying the process of creating and refining educational interventions. In this article, Sandoval proposes “conjecture mapping” as a technique to guide DBR processes. Conjecture mapping responds to critiques that DBR lacks clear standards and methodological rigor.
In this review paper, Oliver calls for greater cross-pollination between neuroscience research and educational practice. She asks, “What can educators learn from an understanding of educational neuroscience?”
Argumentation has become an increasingly recognized focus for science instruction---as a learning process, as an outcome associated with the appropriation of scientific discourse, and as a window onto the epistemic work of science. Only a small set of theoretical conceptualizations of argumentation have been deployed and investigated in science education, however, while a plethora of conceptualizations have been developed in the interdisciplinary fields associated with science studies and the learning sciences. This paper attempts to review a range of such theoretical conceptualizations of
In-class projects can be an effective way for students to learn subject material that relates to authentic problems people address outside of classrooms. Jurow investigated middle-schoolers’ participation in an in-school math project based on the premise of creating a research station in Antarctica. Students’ engagement with the project and meaning making with math content shifted as students navigated through the different and often competing figured worlds of the classroom and “Antarctica.”