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Leona Schauble
University of Pittsburgh
8Publications
7H-index
961Citations
Publications 8
Newest
2013
Leona Schauble7
Estimated H-index: 7
,
Robert Glaser43
Estimated H-index: 43
1 Citations Source Cite
1996
Leona Schauble7
Estimated H-index: 7
,
Robert Glaser43
Estimated H-index: 43
Contents: Foreword. Preface. Part I: Education Outside the Classroom. L. Schauble, D.B. Beane, G.D. Coates, L.M.W. Martin, P.V. Sterling, Outside the Classroom Walls: Learning in Informal Environments. L. Flower, Collaborative Planning and Community Literacy: A Window on the Logic of Learners. C. Juel, Learning to Learn from Effective Tutors. P. Pedraza, J. Ayala, Motivation as an Emergent Issue in an After-School Program in El Barrio. Part II: Learning Inside the Classroom. B. Warren, A.S. Rose...
238 Citations Source
1992
Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh),
Leona Schauble7
Estimated H-index: 7
(University of Pittsburgh)
+ 1 AuthorsColleen Zeitz1
Estimated H-index: 1
(University of Pittsburgh)
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 ...
78 Citations Download PDF Cite
Leona Schauble7
Estimated H-index: 7
(University of Pittsburgh),
Robert Glaser43
Estimated H-index: 43
(University of Pittsburgh)
+ 1 AuthorsMiriam Reiner2
Estimated H-index: 2
(University of Pittsburgh)
This study investigated how people integrate different kinds of knowledge in coming to understand the functions of components of a physical system. Twenty-three undergraduates worked on a hypothesis-testing task in which they constructed test circuits to decide the identity of electrical components hidden inside boxes. The students' problem-solving was driven by qualitative causal models that included ideas about cause and effect, task demands, and functions of circuits and circuit components. T...
19 Citations Source Cite
Leona Schauble7
Estimated H-index: 7
(University of Pittsburgh),
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh),
Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh)
This study investigates the hypothesis that when children are engaged in science experiments, the goal of which is to understand relations among causes and effects, they often use the engineering model of experimentation, characterized by the more familiar goal of manipulating variables to produce a desired outcome. Sixteen fifth- and sixth-graders worked on two experimentation problems consistent with the engineering and science models, respectively. The context in which these problems were fra...
267 Citations Source Cite
1991 in Educational ResearcherIF: 4.00
Leona Schauble7
Estimated H-index: 7
(University of Pittsburgh)
9 Citations Source Cite
Leona Schauble7
Estimated H-index: 7
(University of Pittsburgh)
Evolving beliefs and reasoning strategies were observed in 22 fifth- and sixth-grade children who worked over 8 weeks for a total of about 5 h on a causal reasoning problem. Children planned, performed, and interpreted experiments to learn about the relations between design features and speed of race cars in a computerized microworld. The group made progress, but by the end of the sessions did not fully understand those features that disconfirmed their initial beliefs. In their activity with the...
306 Citations Source Cite
1990
Leona Schauble7
Estimated H-index: 7
,
Robert Glaser43
Estimated H-index: 43
43 Citations Source Cite
1