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Kalyani Raghavan
University of Pittsburgh
14Publications
10H-index
793Citations
Publications 14
Newest
Corinne Zimmerman13
Estimated H-index: 13
(Illinois State University),
Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh),
Mary L. Sartoris5
Estimated H-index: 5
(University of Pittsburgh)
The Model-Assisted Reasoning in Science (MARS) project seeks to promote model-centered instruction as a means of improving middle-school science education. As part of the evaluation of the sixth-grade curriculum, performance of MARS and non-MARS students was compared on a curriculum-neutral task. Fourteen students participated in structured interviews in which they experimented with a balance apparatus that provided three manipulable variables (two affected balance, one was a non-causal distract...
Ref 51Cited 22
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Corinne Zimmerman13
Estimated H-index: 13
,
Kalyani Raghavan10
Estimated H-index: 10
The Model-Assisted Reasoning in Science (MARS) project seeks to promote modelcentered instruction as a means of improving middle-school science education. As part of the evaluation of the sixth-grade curriculum, performance of MARS and non-MARS students was compared on a curriculum-neutral task. Fourteen students participated in structured interviews in which they experimented with a balance to identify and test potentially relevant factors. The apparatus provided three manipulable variables (tw...
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Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh),
Shira Cohen-Regev1
Estimated H-index: 1
(University of Pittsburgh),
Shelley A. Strobel1
Estimated H-index: 1
(University of Pittsburgh)
The Local Systemic Change initiative of the National Science Foundation supports projects focusing primarily on teacher enhancement through extensive professional development and the use of standards-based curriculum materials. The underlying rationale is that the effective use of such materials will ultimately result in enhanced student learning. However, the research base regarding the impact of these efforts on student learning is rather lean. This paper describes the results of a curriculum-...
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Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh),
Mary L. Sartoris5
Estimated H-index: 5
(University of Pittsburgh),
Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh)
The Model-based Analysis and Reasoning in Science (MARS) project is involved in developing model-centered curriculum modules for middle-school science. MARS instruction focuses on a variety of physical, pictorial, and symbolic representations of theoretical entities, providing tangible objects that students can use to think and talk about abstract concepts and links between concepts. This article examines the impact of the mass unit, the third unit of a sixth-grade curriculum module, implemented...
Cited 17
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Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh),
Mary L. Sartoris5
Estimated H-index: 5
(University of Pittsburgh),
Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh)
The Model-Assisted Reasoning in Science (MARS) project created a model-centered, computer-supported sixth-grade science curriculum organized around the theme balance of forces. To help monitor effectiveness during implementation in a public middle school, individual student interviews were conducted after each of the curriculum's three sections. In each interview, students were asked to explain why a helium balloon floats up. This article describes an analysis of student responses to the balloon...
Cited 32
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Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh),
Mary L. Sartoris5
Estimated H-index: 5
(University of Pittsburgh),
Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh)
Cited 7
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Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh),
Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh)
Scientists and researchers in many disciplines frequently resort to modeling and model–based reasoning to concretize abstract ideas, to simplify and clarify complex phenomena, to predict trends, and to explain mechanisms and processes. National projects working to reform science education explicitly recommend the development of an appreciation for the centrality of models in the teaching and learning of science. This article describes a model–centered, computer–supported, semester–long science c...
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Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh),
Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh)
A model-centered science curriculum is developed and implemented to help middle school students learn to reason with qualitative explanatory models that underlie scientific phenomena. The curriculum focuses on concepts important for understanding floating and sinking, coordinating traditional laboratory experiments with interactive computer tasks which permit students to inspect, manipulate and predict with models of the underlying theoretical entities.
Ref 22Cited 3
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Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh),
Leona Schauble7
Estimated H-index: 7
(University of Pittsburgh),
Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh)
... more
This study seeks to establish which scientific reasoning skills are primarily domain-general and which appear to be domain-specific. The subjects, 12 university undergraduates, each participated in self-directed experimentation with three different content domains. The experimentation contexts were computer-based laboratories in d.c. circuits (Voltaville), microeconomics (Smithtown), and the refraction of light (Refract), Subjects spent three 1-1/2 hour sessions working with each laboratory and ...
Ref 18Cited 78
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