David Fortus

TL;DR: In this paper, the authors present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners, including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice.

TL;DR: In this article, Anderson and Hogan's call to document the design of new science pedagogies, and evaluate whether significant science knowledge was constructed during consecutive enactments of three design-based science units.

TL;DR: In this article, the enactment of a DBS unit supported students' efforts to construct and transfer new science knowledge and "designerly" problem-solving skills to the solution of a new real-world design problem in a real world setting.

TL;DR: In this article, the authors compared 5th through 8th grade students' self-reported goal orientations, engagement in science class, continuing motivation for science learning, and perceptions of their schools' and parents' goals emphases, in Israeli traditional and democratic schools.

TL;DR: This article showed that students in traditional schools are directed more towards goals that are external and related to the outcome of learning in comparison to democratic school students who are motivated more by goals which are internal and related with the process of learning.