Clark A. Chinn

TL;DR: In this article, the authors show that problem-based learning (PBL) and inquiry learning (IL) are powerful and effective models of learning and that they employ scaffolding extensively, thereby reducing the cognitive load and allowing students to learn in complex domains.

TL;DR: In this article, a detailed analysis of the ways in which scientists and science students respond to anomalous data is presented, giving special attention to the factors that make theory change more likely.

TL;DR: In this article, the authors present a theoretical framework for evaluating inquiry tasks in terms of how similar they are to authentic science and identify the respects in which these reasoning tasks are similar to and different from real scientific research.

TL;DR: In this article, a philosophically grounded framework for epistemic cognition is proposed, which includes five components: epistemic aims and epistemic value, the structure of knowledge and other epistemic achievements, the sources and justification of knowledge, and the related epistemic stances; epistemic virtues and vices; and reliable and unreliable processes for achieving epistemic goals.

TL;DR: In this article, the authors examined the effects of two instructional frames for discussion, traditional Recitations and an alternative to Recitations called Collaborative Reasoning, on patterns of discourse in fourth grade literature discussions.