Richard Lehrer | Vanderbilt University (original) (raw)
Papers by Richard Lehrer
Journal of the Learning Sciences, 2013
Skip to content. Taylor & Francis Online: Librarians; Authors &am... more Skip to content. Taylor & Francis Online: Librarians; Authors & Editors; Societies. Register; Sign in; Mobile. Home; Browse; Products; Redeem a voucher; Shortlist; Shopping Cart Cart. The online platform for Taylor & Francis Group content. Search. Advanced Search Within current journal Entire site. Home > List of Issues > Table of Contents > List of Guest Reviewers in 2012. Browse journal. View all volumes and issues. Current issue. Latest articles. Most read articles. Most cited articles. Authors and submissions. Instructions for authors. Submit online. Subscribe ...
International Conference of Learning Sciences, Jun 29, 2010
... Vanderbilt University, Department of Teaching and Learning 0230 GPC, 230 Appleton Place, Nash... more ... Vanderbilt University, Department of Teaching and Learning 0230 GPC, 230 Appleton Place, Nashville, TN 37203-5721 Email: molly.bolger@vanderbilt ... elementary grades), most students continue to find this form of explanation challenging (Lehrer & Schauble, 1998; Metz, 1991 ...
Teaching Children Mathematics, 2000
Describes how children searched for Platonic solids and constructed a precise definition to class... more Describes how children searched for Platonic solids and constructed a precise definition to classify these solids.
International Conference of Learning Sciences, Jun 22, 2004
Science Education, Apr 15, 2015
Learning progressions (LPs) were introduced widely in two influential volumes published by the Na... more Learning progressions (LPs) were introduced widely in two influential volumes published by the National Research Council, Systems for State Science Assessment (Wilson & Berenthal, 2006) and Taking Science to School (Duschl, Schweingruber, & Shouse, 2007). With the support of the National Science Foundation, these initial efforts sparked renewed attention to the importance of considering long-term changes in students' knowledge and thinking about concepts that play a central organizing role in the sciences, such as matter, evolution, and energy. Because LPs provide a cross-grades perspective on the learning of subject matter knowledge, they have been prominent in recent discussions of assessments, curricula, and standards, including the Next Generation Science Standards. Yet, it is becoming increasingly evident that the LPs now appearing in scholarly publications differ on a number of fundamental dimensions, including the aims and goals that motivated their creation, notions about what should be included in a long-term description of student learning, the granularity of description considered most useful, the extent to which means for supporting conceptual development should be woven into the fabric of the LP, and assumptions about how LPs should be generated and tested. Here, we examine some of these unresolved (and sometimes, unremarked) differences and consider their implications for the potential of this research for improving science teaching and learning.
Educational Evaluation and Policy Analysis, 2004
... Modeling Natural Variation Through Distribution ... Selection of these statistics was motivat... more ... Modeling Natural Variation Through Distribution ... Selection of these statistics was motivated by employing them as ways of representing the ten-dency observed by students for the middle to be recovered from sample to sample. ...
International Conference of Learning Sciences, Jun 22, 2004
productive way of learning to think about the properties of these forms and also about the relati... more productive way of learning to think about the properties of these forms and also about the relationships among properties. Along the way, children also learn to participate in an important form of mathematical rea-soning—making definitions and exploring the mathematical implications of these defi-nitions. This article describes how classification came alive in a third-grade classroom as chil-dren searched for “rules ” or properties, defin-ing the five Platonic solids and created defi-nitions for them. Platonic solids are polyhe-dra composed of regular polygonal regions with the same number of faces meeting at each vertex. The faces can be bounded by equilat-eral triangles, as are the tetrahedron, octahe-dron, and icosahedron; by squares, resulting
The journey from child to scientist: Integrating cognitive development and the education sciences.
Longitudinal Study of Children's Reasoning About Space and Geometry Richard Lehrer, Mich... more Longitudinal Study of Children's Reasoning About Space and Geometry Richard Lehrer, Michael Jenkins, Helen Osana University of Wisconsin-Madison The development of children's ideas about qualities of space is of long-standing interest to researchers and educators alike ...
The American Journal of Psychology, 2000
We propose a model of the development of geometric reasoning in children that explicitly involves... more We propose a model of the development of geometric reasoning in children that explicitly involves learning. The model uses a neural network that is initialized with an understanding of geometry similar to that of second-grade children. Through the presentation of a series of examples, the model is shown to develop an understanding of geometry similar to that of fifth-grade children who were trained using similar materials. 1
Frames, Fields, and Contrasts, 2012
Reasoning about mechanisms is one of the hallmarks of disciplined inquiry in science and engineer... more Reasoning about mechanisms is one of the hallmarks of disciplined inquiry in science and engineering. Despite the central importance of mechanistic reasoning, its origins are not well understood. Numerous curricular efforts involve simple machines and related physical systems, but these do not yet build toward a systematic and longer-term vision for promoting the development of reasoning about mechanisms. The research we describe here was developed in partnership with a team of engineers and science educators who aim to support the early development of mechanistic reasoning through a curriculum that challenges children to design kinetic toys called MechAnimations. Our research aims to characterize the intellectual resources available to children as they engage in design challenges and to describe the process by which these design activities may promote development of mechanistic reasoning. This paper provides an in-depth look at children’s prior understandings of a key aspect of Mec...
Journal of the Learning Sciences, 2013
Skip to content. Taylor & Francis Online: Librarians; Authors &am... more Skip to content. Taylor & Francis Online: Librarians; Authors & Editors; Societies. Register; Sign in; Mobile. Home; Browse; Products; Redeem a voucher; Shortlist; Shopping Cart Cart. The online platform for Taylor & Francis Group content. Search. Advanced Search Within current journal Entire site. Home > List of Issues > Table of Contents > List of Guest Reviewers in 2012. Browse journal. View all volumes and issues. Current issue. Latest articles. Most read articles. Most cited articles. Authors and submissions. Instructions for authors. Submit online. Subscribe ...
International Conference of Learning Sciences, Jun 29, 2010
... Vanderbilt University, Department of Teaching and Learning 0230 GPC, 230 Appleton Place, Nash... more ... Vanderbilt University, Department of Teaching and Learning 0230 GPC, 230 Appleton Place, Nashville, TN 37203-5721 Email: molly.bolger@vanderbilt ... elementary grades), most students continue to find this form of explanation challenging (Lehrer & Schauble, 1998; Metz, 1991 ...
Teaching Children Mathematics, 2000
Describes how children searched for Platonic solids and constructed a precise definition to class... more Describes how children searched for Platonic solids and constructed a precise definition to classify these solids.
International Conference of Learning Sciences, Jun 22, 2004
Science Education, Apr 15, 2015
Learning progressions (LPs) were introduced widely in two influential volumes published by the Na... more Learning progressions (LPs) were introduced widely in two influential volumes published by the National Research Council, Systems for State Science Assessment (Wilson & Berenthal, 2006) and Taking Science to School (Duschl, Schweingruber, & Shouse, 2007). With the support of the National Science Foundation, these initial efforts sparked renewed attention to the importance of considering long-term changes in students' knowledge and thinking about concepts that play a central organizing role in the sciences, such as matter, evolution, and energy. Because LPs provide a cross-grades perspective on the learning of subject matter knowledge, they have been prominent in recent discussions of assessments, curricula, and standards, including the Next Generation Science Standards. Yet, it is becoming increasingly evident that the LPs now appearing in scholarly publications differ on a number of fundamental dimensions, including the aims and goals that motivated their creation, notions about what should be included in a long-term description of student learning, the granularity of description considered most useful, the extent to which means for supporting conceptual development should be woven into the fabric of the LP, and assumptions about how LPs should be generated and tested. Here, we examine some of these unresolved (and sometimes, unremarked) differences and consider their implications for the potential of this research for improving science teaching and learning.
Educational Evaluation and Policy Analysis, 2004
... Modeling Natural Variation Through Distribution ... Selection of these statistics was motivat... more ... Modeling Natural Variation Through Distribution ... Selection of these statistics was motivated by employing them as ways of representing the ten-dency observed by students for the middle to be recovered from sample to sample. ...
International Conference of Learning Sciences, Jun 22, 2004
productive way of learning to think about the properties of these forms and also about the relati... more productive way of learning to think about the properties of these forms and also about the relationships among properties. Along the way, children also learn to participate in an important form of mathematical rea-soning—making definitions and exploring the mathematical implications of these defi-nitions. This article describes how classification came alive in a third-grade classroom as chil-dren searched for “rules ” or properties, defin-ing the five Platonic solids and created defi-nitions for them. Platonic solids are polyhe-dra composed of regular polygonal regions with the same number of faces meeting at each vertex. The faces can be bounded by equilat-eral triangles, as are the tetrahedron, octahe-dron, and icosahedron; by squares, resulting
The journey from child to scientist: Integrating cognitive development and the education sciences.
Longitudinal Study of Children's Reasoning About Space and Geometry Richard Lehrer, Mich... more Longitudinal Study of Children's Reasoning About Space and Geometry Richard Lehrer, Michael Jenkins, Helen Osana University of Wisconsin-Madison The development of children's ideas about qualities of space is of long-standing interest to researchers and educators alike ...
The American Journal of Psychology, 2000
We propose a model of the development of geometric reasoning in children that explicitly involves... more We propose a model of the development of geometric reasoning in children that explicitly involves learning. The model uses a neural network that is initialized with an understanding of geometry similar to that of second-grade children. Through the presentation of a series of examples, the model is shown to develop an understanding of geometry similar to that of fifth-grade children who were trained using similar materials. 1
Frames, Fields, and Contrasts, 2012
Reasoning about mechanisms is one of the hallmarks of disciplined inquiry in science and engineer... more Reasoning about mechanisms is one of the hallmarks of disciplined inquiry in science and engineering. Despite the central importance of mechanistic reasoning, its origins are not well understood. Numerous curricular efforts involve simple machines and related physical systems, but these do not yet build toward a systematic and longer-term vision for promoting the development of reasoning about mechanisms. The research we describe here was developed in partnership with a team of engineers and science educators who aim to support the early development of mechanistic reasoning through a curriculum that challenges children to design kinetic toys called MechAnimations. Our research aims to characterize the intellectual resources available to children as they engage in design challenges and to describe the process by which these design activities may promote development of mechanistic reasoning. This paper provides an in-depth look at children’s prior understandings of a key aspect of Mec...
Copyright© 2004 National Academy of Sciences. All rights reserved. No part of these pages, either... more Copyright© 2004 National Academy of Sciences. All rights reserved. No part of these pages, either text or image may be used for any purpose other than personal use. Reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without prior written permission.