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Selected References

Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., and CTGV (1998). Doing with understanding: lessons from research on problem-and project-based learning. The Journal of the Learning Sciences, 7(3&4), 271-312.

Black, P., and William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-73.

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398.

Boaler, J. (1997). Experiencing school mathematics; Teaching styles, sex, and settings. Buckingham, UK: Open University Press.

Bransford, J., Brown, A., and Cocking, R. (Eds.). (1999). How People Learn: Brain, Mind, Experience, and School, National Academy Press, Washington, DC.

Bransford, J. D., Sherwood, R. S., Vye, N. J., & Rieser, J. (1986). Teaching thinking and problem solving: Research foundations. American Psychologist, 41, 1078-1089.

Brown, A. L. & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments. On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.). Innovation in learning: New environments for education (pp. 289-325). Hillsdale, NJ: Lawrence Erlbaum Associates

Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.

Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.

Cognition and Technology Group at Vanderbilt (CTGV). (1997). The Jasper Project: Lessons in curriculum, instruction, assessment, and professional development. Lawrence Erlbaum Associates. Mahwah, NJ

Collins, A., Brown, J. S., & Newman, S. (1991). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Motivation, learning and instruction: Essays in honor of Robert Glaser. (pp. 453-494). Hillsdale: Lawrence Erlbaum Associates

Dewey, S. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New Issue with Essay by Maxine Greene. Boston: Houghton Mifflin.

Duschl, R. A., & Gitomer, D. H. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, Vol. 4(1), 37-73.

Edelson, D. C., Gordin, D. N., and Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences Vol. 8(3&4) 391-450. Lawrence Erlbaum Associates. Mahwah, NJ

Grabe, M., & Grabe, C. (2004) Integrating Technology for Meaningful Learning, Fourth Edition. Boston: Houghton Mifflin Company.

Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, 319-335.

Krajcik, J., Blumenfeld, P.C., Marx, R.W., Bass, K.M., Fredricks, J. And Soloway, E. (1998). Inquiry in project-based science classrooms: initial attempts by middle school students. The Journal of the Learning Sciences, 7(3&4), 313-350.

Krajcik, J. S., Czerniak, C. M., and Berger, C. (1998). Teaching children science: A project-based approach. McGraw-Hill Companies.

Marx, R. W., Blumenfeld, P. C., Krajcik, J.S., & Soloway, E. (1997). Enacting project-based science: Challenges for practice and policy. Elementary School Journal, 97, 341-358.

Petrosino, A.J. (2004). Integrating Curriculum, Instruction, and Assessment in Project Based Instruction: A Case Study of an Experienced Teacher. Journal of Science Education and Technology. Volume 13 (4), p.447- 460.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117-175.

Polman, J. L. (2000). Designing project-based science: Connecting learners through guided inquiry. New York: Teachers College Press.

Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13 (3), 273-304.

Roth, W.-M., & Bowen, G. M. (1995). Knowing and interacting: A study of culture, practices, and resources in a Grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.

Wakefield, J. (1996). Educational psychology: learning to be a problem solver. Boston: Houghton Mifflin Company.

Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. The Journal of the Learning Sciences, 2, 367-427.

Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research. Vol 72 (2). pp. 131-176

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