Clark A. Chinn
Rutgers University
99 Papers
626 Citations
Clark A. Chinn is an academic researcher from Rutgers University. The author has contributed to research in topics: Argumentation theory & Science education. The author has an hindex of 30, co-authored 86 publications. Previous affiliations of Clark A. Chinn include Kyoto University.
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Papers
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
TL;DR: In this article, the authors show that problem-based learning (PBL) and inquiry learning (IL) are powerful and effective models of learning and that they employ scaffolding extensively, thereby reducing the cognitive load and allowing students to learn in complex domains.
The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction
Clark A. Chinn,William F. Brewer +1 more
TL;DR: In this article, a detailed analysis of the ways in which scientists and science students respond to anomalous data is presented, giving special attention to the factors that make theory change more likely.
Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks
TL;DR: In this article, the authors present a theoretical framework for evaluating inquiry tasks in terms of how similar they are to authentic science and identify the respects in which these reasoning tasks are similar to and different from real scientific research.
The international handbook of collaborative learning
Cindy E. Hmelo-Silver,Clark A. Chinn,Carol K. K. Chan,Angela M. O'Donnell +3 more
- 05 Mar 2013
TL;DR: In this paper, the authors bring together a range of international scholars who have an established history of having published research that focuses on collaborative or co-operative learning, characteristics of groups where students work together to promote each other's learning and success.
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Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology
TL;DR: In this article, a philosophically grounded framework for epistemic cognition is proposed, which includes five components: epistemic aims and epistemic value, the structure of knowledge and other epistemic achievements, the sources and justification of knowledge, and the related epistemic stances; epistemic virtues and vices; and reliable and unreliable processes for achieving epistemic goals.
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