Design Research: What We Learn when We Engage in Design

Daniel C. Edelson

Journal of the Learning Sciences Vol. 11, No. 1 (2002) pp. 105–121

Educational researchers are increasingly using design as a means of advancing their understanding. Historically design in educational research has served as a way to implement theories for testing. The emerging design research paradigm treats design ...

Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts

Bruce Sherin; Brian J. Reiser; Daniel Edelson

Journal of the Learning Sciences Vol. 13, No. 3 (2004) pp. 387–421

The scaffolding metaphor was originally developed to describe the support given by a more expert individual in a one-on-one interaction. Since then, the notion of scaffolding has been applied more broadly, and it has been transformed and generalized....

Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design

Daniel C. Edelson; Douglas N. Gordin; Roy D. Pea

Journal of the Learning Sciences Vol. 8, No. 3 (1999) pp. 391–450

Describes five significant challenges to implementing inquiry-based learning. Presents strategies for addressing them through the design of technology and curriculum. (Author/CCM)

The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, "Beyond Comparisons of Online versus Face-to-Face PD"

Barry Fishman; Spyros Konstantopoulos; Beth W. Kubitskey; Richard Vath; Gina Park; Heather Johnson; Daniel Edelson

Journal of Teacher Education Vol. 65, No. 3 (2014) pp. 261–264

This article represents a response to the authors' "Journal of Teacher Education" ("JTE") article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). The authors believe that Moon et al. have properly...

Topics: Professional Development, Standards, English Language Arts

Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation

Barry Fishman; Spyros Konstantopoulos; Beth W. Kubitskey; Richard Vath; Gina Park; Heather Johnson; Daniel C. Edelson

Journal of Teacher Education Vol. 64, No. 5 (2013) pp. 426–438

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge...

Topics: Curriculum, Professional Development

Problematizing Complex Datasets for Students: Design Principles for Inquiry Curriculum

Josh Radinsky; Ben Loh; Jennifer Mundt; Sue Marshall; Louis M. Gomez; Brian J. Reiser; Daniel C. Edelson

Annual Meeting of the American Educational Research Association 1999 (April 1999)

Recent advances in computer technologies have provided new tools for accessing complex data for classroom inquiry. The effectiveness of these tools for learning depends on the extent to which students learn to engage them reflectively. From an...

A Scaffolding Design Framework for Software to Support Science Inquiry

Chris Quintana; Brian J. Reiser; Elizabeth A. Davis; Joseph Krajcik; Eric Fretz; Ravit Golan Duncan; Eleni Kyza; Daniel Edelson; Elliot Soloway

Journal of the Learning Sciences Vol. 13, No. 3 (2004) pp. 337–386

The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body...