2023 - Research.com Social Sciences and Humanities in United States Leader Award
2008 - Fellow of the American Educational Research Association
2001 - Fellow of the American Association for the Advancement of Science (AAAS)
His scientific interests lie mostly in Mathematics education, Pedagogy, Science education, Teaching method and Curriculum. His Mathematics education research focuses on subjects like Chemistry, which are linked to Scientific literacy. His work on Science, technology, society and environment education, Literacy and Critical literacy as part of general Pedagogy research is frequently linked to Project based and Global citizenship, bridging the gap between disciplines.
Joseph Krajcik combines subjects such as Computer-Assisted Instruction, Educational technology and Set with his study of Science education. His work on Science instruction as part of general Teaching method study is frequently connected to Unit, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them. His Curriculum research includes elements of Academic standards, National Science Education Standards, Academic achievement, Professional development and Sociology of scientific knowledge.
Joseph Krajcik focuses on Mathematics education, Science education, Pedagogy, Curriculum and Teaching method. The concepts of his Mathematics education study are interwoven with issues in Construct and Chemistry. As part of the same scientific family, he usually focuses on Science education, concentrating on Discipline and intersecting with Next Generation Science Standards.
His Professional development, Science curriculum, Science teachers and Cooperative learning study in the realm of Pedagogy interacts with subjects such as Political science. Joseph Krajcik works in the field of Curriculum, namely Curriculum development. He conducts interdisciplinary study in the fields of Teaching method and Unit through his research.
Joseph Krajcik mostly deals with Mathematics education, Science education, Project-based learning, Engineering ethics and Artificial intelligence. His Mathematics education study frequently draws parallels with other fields, such as Curriculum. As a part of the same scientific family, he mostly works in the field of Curriculum, focusing on Multilevel model and, on occasion, Pedagogy.
His research in Science education intersects with topics in Discipline, Educational technology and Construct. His work carried out in the field of Project-based learning brings together such families of science as Knowledge management, Teaching science, Service-learning and Science learning. The study incorporates disciplines such as Flexible thinking, Sensemaking and Education policy in addition to Engineering ethics.
His primary scientific interests are in Science education, Mathematics education, Project-based learning, Science instruction and Knowledge management. His research integrates issues of Knowledge transfer, Deep learning, Artificial intelligence, Professional development and Knowledge organization in his study of Science education. His work on Teacher practices as part of general Mathematics education research is often related to Quality, thus linking different fields of science.
His Project-based learning study combines topics from a wide range of disciplines, such as Service-learning and Teaching science. His Science instruction research is under the purview of Teaching method. When carried out as part of a general Knowledge management research project, his work on Transfer of training is frequently linked to work in USable, therefore connecting diverse disciplines of study.
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Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Phyllis C. Blumenfeld;Elliot Soloway;Ronald W. Marx;Joseph S. Krajcik.
Educational Psychologist (1991)
Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching
Shirley Magnusson;Joseph Krajcik;Hilda Borko.
Examining Pedagogical Content Knowledge : The Construction and its Implications for Science Education (1999)
Designing Educative Curriculum Materials to Promote Teacher Learning
Elizabeth A. Davis;Joseph S. Krajcik.
Educational Researcher (2005)
A Scaffolding Design Framework for Software to Support Science Inquiry
Chris Quintana;Brian J. Reiser;Elizabeth A. Davis;Joseph Krajcik.
The Journal of the Learning Sciences (2004)
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners
Christina V. Schwarz;Brian J. Reiser;Elizabeth A. Davis;Lisa Kenyon.
Journal of Research in Science Teaching (2009)
Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students
Joseph Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Kristin M. Bass.
The Journal of the Learning Sciences (1998)
Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom
Hsin Kai Wu;Joseph S. Krajcik;Elliot Soloway.
Journal of Research in Science Teaching (2001)
A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction
Joseph S. Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Elliot Soloway.
Elementary School Journal (1994)
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
Katherine L. McNeill;David J. Lizotte;Joseph Krajcik;Ronald W. Marx.
The Journal of the Learning Sciences (2006)
Joseph S. Krajcik;Namsoo Shin.
The cambridge handbook of the learning sciences, 2014, ISBN 978-1-107-62657-7, págs. 275-297 (2014)
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