L
Leona Schauble
Researcher at Vanderbilt University
Publications - 61
Citations - 10531
Leona Schauble is an academic researcher from Vanderbilt University. The author has contributed to research in topics: Science education & Causal model. The author has an hindex of 36, co-authored 60 publications receiving 9978 citations. Previous affiliations of Leona Schauble include University of Wisconsin-Madison & Peabody College.
Papers
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Journal ArticleDOI
Design Experiments in Educational Research
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
Book
The development of scientific thinking skills
Deanna Kuhn,Eric Amsel,Michael O'Loughlin,Leona Schauble,Bonnie J. Leadbeater,William Yotive +5 more
TL;DR: Kuhn and O'Loughlin this article discussed the influence of theory on the evaluation of evidence and the development of skills in coordinating theory and evidence in the context of scientific thinking.
Journal ArticleDOI
The development of scientific reasoning in knowledge-rich contexts.
TL;DR: In this article, a study of the development of scientific reasoning, 10 5th-6th grade children (5 boys and 5 girls) and 10 non-college adults conducted experiments over 6 half-hour sessions to explore the causal structure of two physical science domains.
Journal ArticleDOI
Belief revision in children: the role of prior knowledge and strategies for generating evidence.
TL;DR: Evolving beliefs and reasoning strategies were observed in 22 fifth- and sixth-grade children who worked over 8 weeks for a total of about 5 h on a causal reasoning problem, and the most successful children evaluated both the evidence and their changing theories, and were committed to the fact that they should be mutually constraining.