Joseph Krajcik

TL;DR: Project-based learning as discussed by the authors is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems, and it has the potential to help people learn.

TL;DR: The concept of pedagogical content knowledge as mentioned in this paper is used to describe the transformation of several types of knowledge for teaching (including subject matter knowledge), and as such it represents a unique domain of teacher knowledge.

TL;DR: In this paper, the authors present a set of design heuristics for K-12 curriculum materials to promote teacher learning in addition to student learning and explore challenges in the design of these materials, such as the tension between providing guidance and choice.

TL;DR: A scaffolding design framework addressing scaffolded software tools for science inquiry that synthesizes the work of prior design efforts, theoretical arguments, and empirical work in a set of guidelines that are organized around science inquiry practices and the challenges learners face in those practices.

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.