The rhythms of scientific thinking: A study of collaboration in an earthquake microworld

Monday, January 1, 2001
Resource Type:
Reference Materials | Edited Chapter
Environment Type: 
Public Programs, Laboratory Programs, Informal/Formal Connections, K-12 Programs
Elementary School Children (6-10) | Museum/ISE Professionals
Education and learning science | General STEM | Geoscience and geography
University of California, Santa Cruz, University of Pittsburgh

In this chapter we explore how people build new theories in the context of collaborative scientific thinking. As illustrated by many of the chapters in this volume, our default notion of "scientific thinking" has changed from that of the lone scientist or student toiling away on a magnum opus or in the laboratory, to that of people working as part of collaborative groups who negotiate goals for the task, co-construct knowledge, and benefit from the diverse prior knowledge that each collaborator brings to the table. In some ways, conceptualizing scientific thinking as fundamentally collaborative is not new. There are famous stories of how collaboration has played an important role in many scientific breakthroughs, from the discovery of the structure of DNA (Watson, 1968) to pioneering work in Artificial Intelligence (Simon, 1996). Furthermore, the goal of creating learning environments that support rich collaboration has also been at the heart of many innovations in science education.

Designing for science: Implications from everyday, classroom, and professional settings
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Team Members

Margarita AzmitiaMargarita AzmitiaAuthor

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