Search results for author:"Cindy E Hmelo Silver"
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Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Cindy E. Hmelo-Silver
Computers & Education Vol. 41, No. 4 (December 2003) pp. 397–420
Documenting collaborative knowledge construction is critical for research in computer-supported collaborative learning. Because this is a multifaceted phenomenon, mixed methods are necessary to construct a good understanding of collaborative...
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International Perspectives on Problem-Based Learning: Contexts, Cultures, Challenges, and Adaptations
Cindy E. Hmelo-Silver
Interdisciplinary Journal of Problem-based Learning Vol. 6, No. 1 (2012) pp. 10–15
The theme of this special issue is timely as the world becomes increasingly flat and globally connected (Friedman, 2007). By focusing on an international perspective in problem-based learning (PBL), it puts culture squarely in the center, whether it ...
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Creating a Learning Space in Problem-Based Learning
Cindy E. Hmelo-Silver
Interdisciplinary Journal of Problem-based Learning Vol. 7, No. 1 (2013) pp. 24–39
An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge. In this paper, I argue that one can analyze a problem in terms of a deep problem space and a broader learning...
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Coding discussions and discussing coding: Research on collaborative learning in computer-supported environments
Cindy E. Hmelo-Silver; Rainer Bromme
Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 460–464
Language: English
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Goals and Strategies of a Problem-Based Learning Facilitator
Cindy E. Hmelo-Silver; Howard S. Barrows
Interdisciplinary Journal of Problem-based Learning Vol. 1, No. 1 (2006) pp. 21–39
This paper describes an analysis of facilitation of a student-centered problem-based learning group. The focus of this analysis was to understand the goals and strategies of an expert facilitator in support of collaborative learning. This was...
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"It's Harder Than We Thought It Would Be": A Comparative Case Study of Expert-Novice Experimentation Strategies
Cindy E. Hmelo-Silver; Anandi Nagarajan; Roger S. Day
Science Education Vol. 86, No. 2 (2002) pp. 219–43
Compares a group of expert cancer researchers with four groups of fourth year medical students (the "novice" groups) engaged in the task of designing a clinical trial to test a new cancer drug using a computer-based modeling tool, the Oncology...
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Fish Swim, Rocks Sit, and Lungs Breathe: Expert-Novice Understanding of Complex Systems
Cindy E. Hmelo-Silver; Surabhi Marathe; Lei Liu
Journal of the Learning Sciences Vol. 16, No. 3 (2007) pp. 307–331
Understanding complex systems is fundamental to understanding science. The complexity of such systems makes them very difficult to understand because they are composed of multiple interrelated levels that interact in dynamic ways. The goal of this...
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Using Representational Tools to Learn about Complex Systems: A Tale of Two Classrooms
Cindy E. Hmelo-Silver; Lei Liu; Steven Gray; Rebecca Jordan
Journal of Research in Science Teaching Vol. 52, No. 1 (January 2015) pp. 6–35
Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables...
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Understanding Collaborative Learning Processes in New Learning Environments
Cindy E. Hmelo-Silver; Ellina Chernobilsky; Rebecca Jordan
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 5 (September 2008) pp. 409–430
Trying to understand the complexity of computer-mediated problem-based learning environments is not easy. Sociocultural theory provides a theoretical framework for understanding such environments because it emphasizes the socially situated nature of ...
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Technology-Supported Inquiry for Learning about Aquatic Ecosystems
Cindy E. Hmelo-Silver; Catherine Eberbach; Rebecca Jordan
EURASIA Journal of Mathematics, Science & Technology Education Vol. 10, No. 5 (October 2014) pp. 405–413
Understanding ecosystems is challenging, but important for becoming environmentally-literate citizens of today's society. People have difficulty considering how different components, mechanisms, and phenomena, both visible and invisible, are...
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Dragons, Ladybugs, and Softballs: Girls' STEM Engagement with Human-Centered Robotics
Andrea Gomoll; Cindy E. Hmelo-Silver; Selma Šabanovic; Matthew Francisco
Journal of Science Education and Technology Vol. 25, No. 6 (2016) pp. 899–914
Early experiences in science, technology, engineering, and math (STEM) are important for getting youth interested in STEM fields, particularly for girls. Here, we explore how an after-school robotics club can provide informal STEM experiences that...
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Learning to Talk the Educational Psychology Talk through a Problem-Based Course
Ellina Chernobilsky; Maria Carolina DaCosta; Cindy E. Hmelo-Silver
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 4 (July 2004) pp. 319–356
A sociocultural view of learning proposes that learning involves becoming enculturated into a community of practice. A step along the way is learning to use the specialized language of such a community, as language is a crucial tool that regulates...
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An Assessment of Students' Understanding of Ecosystem Concepts: Conflating Ecological Systems and Cycles
Rebecca Jordan; Steven Gray; Marylee Demeter; Lei Lui; Cindy E. Hmelo-Silver
Applied Environmental Education and Communication Vol. 8, No. 1 (2009) pp. 40–48
Teaching ecological concepts in schools is important in promoting natural science and environmental education for young learners. Developing educational programs is difficult, however, because of complicated ecological processes operating on...
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Collaborative Group Engagement in a Computer-Supported Inquiry Learning Environment
Suparna Sinha; Toni Kempler Rogat; Karlyn R. Adams-Wiggins; Cindy E. Hmelo-Silver
International Journal of Computer-Supported Collaborative Learning Vol. 10, No. 3 (September 2015) pp. 273–307
Computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems, using technological tools as a resource. However, we have limited understanding of the...
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Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories
Eugenia Etkina; Anna Karelina; Maria Ruibal-Villasenor; David Rosengrant; Rebecca Jordan; Cindy E. Hmelo-Silver
Journal of the Learning Sciences Vol. 19, No. 1 (2010) pp. 54–98
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through...
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Promoting Transfer of Ecosystems Concepts
Yawen Yu; Cindy E. Hmelo-Silver; Rebecca Jordan; Catherine Eberbach; Suparna Sinha
International Journal of Environmental and Science Education Vol. 11, No. 18 (2016) pp. 11127–11148
This study examines to what extent students transferred their knowledge from a familiar aquatic ecosystem to an unfamiliar rainforest ecosystem after participating in a technology-rich inquiry curriculum. We coded students' drawings for components...
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Targeting Transfer in a STELLAR PBL Course for Pre-Service Teachers
Cindy E. Hmelo-Silver; Sharon J. Derry; Alan Bitterman; Natalie Hatrak
Interdisciplinary Journal of Problem-based Learning Vol. 3, No. 2 (2009) pp. 24–42
Helping students in the professions apply conceptual ideas to the problems of practice is a key goal of problem-based learning (PBL). Because PBL is organized around small, collaborative groups, scaling up PBL to large, heterogeneous classes poses...
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Cognitive Transfer Revisited: Can We Exploit New Media to Solve Old Problems on a Large Scale?
Sharon J. Derry; Cindy E. Hmelo-Silver; Anandi Nagarajan; Ellina Chernobilsky; Brian D. Beitzel
Journal of Educational Computing Research Vol. 35, No. 2 (2006) pp. 145–162
The work we report in this special issue attempted to exploit the power of technology and cognitive theory to help make conceptual systems taught in large college courses truly useful in students' future lives. Facing evidence that traditional...
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Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool
Carolyn A. Maher; Marjory F. Palius; James A. Maher; Cindy E. Hmelo-Silver; Robert Sigley
Issues in Teacher Education Vol. 23, No. 1 (2014) pp. 31–47
There is a need for research in STEM (science, technology, engineering, and mathematics) teacher education that addresses the challenge of building teachers' pedagogical skills in fostering the development of mathematical reasoning in students. ...
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Moving Apart and Coming Together: Discourse, Engagement, and Deep Learning
Andrea S. Gomoll; Cindy E. Hmelo-Silver; Erin Tolar; Selma Šabanovic; Matthew Francisco
Journal of Educational Technology & Society Vol. 20, No. 4 (2017) pp. 219–232
An important part of "doing" science is engaging in collaborative science practices. To better understand how to support these practices, we need to consider how students collaboratively construct and represent shared understanding in...
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Cracking the Resource Nut with Distributed Problem-Based Learning in Secondary Teacher Education
Constance A. Steinkuehler; Sharon J. Derry; Cindy E. Hmelo-Silver; Matt DelMarcelle
Distance Education Vol. 23, No. 1 (2002) pp. 23–39
Discusses the implementation of problem-based learning (PBL) in traditional large undergraduate courses and describes the STEP PBL system, a Web-based system that supports teaching assistants in their work as PBL tutors and creates a viable model...
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Understanding Complex Natural Systems by Articulating Structure-Behavior-Function Models
Swaroop S. Vattam; Ashok K. Goel; Spencer Rugaber; Cindy E. Hmelo-Silver; Rebecca Jordan; Steven Gray; Suparna Sinha
Educational Technology & Society Vol. 14, No. 1 (2011) pp. 66–81
Artificial intelligence research on creative design has led to Structure-Behavior-Function (SBF) models that emphasize functions as abstractions for organizing understanding of physical systems. Empirical studies on understanding complex systems...