Sadhana Puntambekar

TL;DR: The story of the design of Learning by Design (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, is told, pointing out the theoretical contributions of both.

TL;DR: In this paper, the authors discuss the change in the notion of scaffolding from a description of the interactions between a tutor and a student to the design of tools to support student learning in project-based and design-based classrooms.

TL;DR: In this paper, the authors present two studies that help us understand the kinds of support that students need to learn science successfully from design activities, and they put forth the notion of distributed scaffolding as an approach to supporting hands-on inquiry learning in a classroom.

TL;DR: The aim was to document as well as to understand how collaborative interactions develop over time: whether students raise new issues more frequently as they become more familiar with the discussion and discussants, and whether shared knowledge building becomes richer over time, and subsequent evidence that students were able to construct their own understanding based on their interactions with others.

TL;DR: An approach to instruction that involves students' learning through solving real-world problems and reflecting on their experiences is developed, which offers suggestions for practice that may enhance the effectiveness of problem solving, collaboration, and self-directed learning.