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School of Education at the University of Wisconsin-Madison

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From Everyday Science to Formalized Scientific Understanding

This study investigates opportunities for model-based reasoning that occur in a typical science classroom as students move conceptually from intuitive everyday understanding to more formalized scientific understanding. Researchers are identifying the qualitative knowledge that uninstructed students hold of a common everyday scientific phenomena (seasonal change).

Leadership

Richard Lehrer
Anthony Petrosino
Leona Schauble

Funding

James S. McDonnell Foundation's Cognitive Studies in Educational Practice

Project Website

http://www.wcer.wisc.edu/archive/everyday_science

Status

Completed Jan 1 2000

Contact Information

Not Available