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Holbert, Nathan; Wilensky, Uri – Journal of the Learning Sciences, 2019
In this article we propose that educational game design should work to create games as objects-to-think-with--games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can…
Descriptors: Instructional Design, Educational Games, Video Games, Discovery Learning
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Russ, Rosemary S.; Berland, Leema K. – Journal of the Learning Sciences, 2019
A central goal of science education reform is for students to participate in scientific sense making rather than to merely acquire science facts. However, even in classrooms utilizing reform-based pedagogies, students are typically allowed to construct knowledge only insofar as they construct expected knowledge. In this report and reflection, we…
Descriptors: Science Education, Educational Change, Science Instruction, Concept Formation
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Carlone, Heidi B. – Journal of the Learning Sciences, 2017
Bent Flyvbjerg (2001), in his book "Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again," argues that social science's aims and methods are currently, and perhaps always will be, ill suited to the type of cumulative and predictive theory that characterizes inquiry and knowledge generation in the natural…
Descriptors: Social Sciences, STEM Education, Identification (Psychology), Intellectual Disciplines