World's Best Scientists 2026 revealed!
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Social Sciences and Humanities
USA
2026

D-Index & Metrics

Social Sciences and Humanities

D-Index
88
Citations
47206
World Ranking
215
National Ranking
101

Research.com Recognitions

  • 2026 - Research.com Social Sciences and Humanities in United States Leader Award
  • 2025 - 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)

Overview

Joseph Krajcik is affiliated with Michigan State University in the United States. Their research spans multiple fields within the social sciences and psychology, with a particular focus on education and developmental and educational psychology. Their work integrates aspects of artificial intelligence and computer science applications, contributing to experimental and cognitive psychology as well.

The main research topics that characterize their work include science education and pedagogy, innovative teaching and learning methods, problem and project-based learning, educational strategies and epistemologies, education and critical thinking development, and online learning and analytics.

Joseph Krajcik has published extensively in various academic venues. The most frequent publication venues include:

  • Journal of Research in Science Teaching
  • Journal of Science Education and Technology
  • Disciplinary and Interdisciplinary Science Education Research
  • Journal of Science Teacher Education
  • Proceedings.

Among recent papers authored or co-authored by Krajcik are:

  • "Let's talk evidence - The case for combining inquiry-based and direct instruction" (2023), published in Educational Research Review
  • "Applying machine learning to automatically assess scientific models" (2022), published in Journal of Research in Science Teaching
  • "A Teacher-Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes" (2021), published in Journal of Science Teacher Education
  • "High school students' situational engagement associated with scientific practices in designed science learning situations" (2020), published in Science Education
  • "Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts" (2021), published in Journal of Science Teacher Education

Frequent co-authors in Krajcik's publications are Barbara Schneider, I-Chien Chen, Israel Touitou, Xiaoming Zhaı, and Jari Lavonen, indicating ongoing collaborative work in science education and related disciplines.

Krajcik also has contributions in academic book publishing, including a title released by Yale University Press titled Learning Science (2020).

The scientist has been recognized with fellowships, including being named a Fellow of the American Educational Research Association in 2008 and a Fellow of the American Association for the Advancement of Science (AAAS) in 2001.

Best Publications

  • Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

    Phyllis C. Blumenfeld;Elliot Soloway;Ronald W. Marx;Joseph S. Krajcik

  • Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching

    Shirley Magnusson;Joseph Krajcik;Hilda Borko

  • Designing Educative Curriculum Materials to Promote Teacher Learning

    Elizabeth A. Davis;Joseph S. Krajcik

  • 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

  • A Scaffolding Design Framework for Software to Support Science Inquiry

    Chris Quintana;Brian J. Reiser;Elizabeth A. Davis;Joseph Krajcik

  • Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students

    Joseph Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Kristin M. Bass

  • Project-based learning

    Joseph S. Krajcik;Namsoo Shin

  • Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials

    Katherine L. McNeill;David J. Lizotte;Joseph Krajcik;Ronald W. Marx

  • Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

    Hsin Kai Wu;Joseph S. Krajcik;Elliot Soloway

  • A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction

    Joseph S. Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Elliot Soloway

  • Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools

    Phyllis Blumenfeld;Barry J. Fishman;Joseph Krajcik;Ronald W. Marx

  • Enacting Project-Based Science

    Ronald W. Marx;Phyllis C. Blumenfeld;Joseph S. Krajcik;Elliot Soloway

  • Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform.

    Robert Geier;Phyllis C. Blumenfeld;Ronald W. Marx;Joseph S. Krajcik

  • Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory.

    Carol L. Smith;Marianne Wiser;Charles W. Anderson;Joseph Krajcik

  • Design-based science and student learning

    David Fortus;R. Charles Dershimer;Joseph Krajcik;Ronald W. Marx

  • Learning With Peers: From Small Group Cooperation to Collaborative Communities

    Phyllis C. Blumenfeld;Ronald W. Marx;Elliot Soloway;Joseph Krajcik

  • Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform

    Ronald W. Marx;Phyllis C. Blumenfeld;Joseph S. Krajcik;Barry Fishman

  • Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy

    Joseph Krajcik;Katherine L. McNeill;Brian J. Reiser

  • Teaching Children Science: A Project-Based Approach

    Joseph Krajcik;Charlene M. Czerniak;Carl Berger

  • Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning.

    Katherine L. McNeill;Joseph Krajcik

  • The Cambridge Handbook of the Learning Sciences: Project-Based Learning

    Joseph S. Krajcik;Phyllis C. Blumenfeld

Frequent Co-Authors

Ronald W. Marx
Ronald W. Marx University of Arizona
Phyllis C. Blumenfeld
Phyllis C. Blumenfeld University of Michigan–Ann Arbor
Barbara Schneider
Barbara Schneider Michigan State University
Katherine L. McNeill
Katherine L. McNeill Boston College
Brian J. Reiser
Brian J. Reiser Northwestern University
Elizabeth A. Davis
Elizabeth A. Davis University of Michigan–Ann Arbor
Katariina Salmela-Aro
Katariina Salmela-Aro University of Helsinki
Robert F. Chen
Robert F. Chen University of Massachusetts Boston
Annemarie Sullivan Palincsar
Annemarie Sullivan Palincsar University of Michigan–Ann Arbor
Angela Calabrese Barton
Angela Calabrese Barton Michigan State University

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