D
David Fortus
Researcher at Weizmann Institute of Science
Publications - 53
Citations - 3066
David Fortus is an academic researcher from Weizmann Institute of Science. The author has contributed to research in topics: Science education & Goal orientation. The author has an hindex of 18, co-authored 49 publications receiving 2616 citations. Previous affiliations of David Fortus include Michigan State University & University of Michigan.
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Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners
Christina V. Schwarz,Brian J. Reiser,Elizabeth A. Davis,Lisa Kenyon,Andres Achér,David Fortus,Yael Shwartz,Barbara Hug,Joseph Krajcik +8 more
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.
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Design-based science and student learning
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.
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Design-based science and real-world problem-solving
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.
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Adolescents' Declining Motivation to Learn Science: Inevitable or Not?
Dana Vedder-Weiss,David Fortus +1 more
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.
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Adolescents' declining motivation to learn science: A follow-up study
Dana Vedder-Weiss,David Fortus +1 more
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.