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David Klahr

Carnegie Mellon University, Pittsburgh, PA 
cognitive development
"David Klahr"
Mean distance: 16.47 (cluster 38)
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Weisberg DS, Hirsh-Pasek K, Golinkoff RM, et al. (2016) Guided Play: Principles and Practices Current Directions in Psychological Science. 25: 177-182
Weisberg DS, Kittredge AK, Hirsh-Pasek K, et al. (2015) Making play work for education Phi Delta Kappan. 96: 8-13
Siler SA, Klahr D. (2015) Effects of Terminological Concreteness on Middle-School Students' Learning of Experimental Design Journal of Educational Psychology
Davenport JL, Leinhardt G, Greeno J, et al. (2014) Evidence-Based Approaches to Improving Chemical Equilibrium Instruction Journal of Chemical Education. 91: 1517-1525
Fischer F, Wecker C, Hetmanek A, et al. (2014) The interplay of domain-specific and domain-general factors in scientific reasoning and argumentation Proceedings of International Conference of the Learning Sciences, Icls. 3: 1189-1198
Koedinger KR, Booth JL, Klahr D. (2013) Education research. Instructional complexity and the science to constrain it. Science (New York, N.Y.). 342: 935-7
Klahr D. (2013) What do we mean? On the importance of not abandoning scientific rigor when talking about science education. Proceedings of the National Academy of Sciences of the United States of America. 110: 14075-80
Matlen BJ, Klahr D. (2013) Sequential effects of high and low instructional guidance on children's acquisition of experimentation skills: Is it all in the timing? Instructional Science. 41: 621-634
Siler SA, Klahr D, Price N. (2013) Investigating the mechanisms of learning from a constrained preparation for future learning activity Instructional Science. 41: 191-216
Dunbar KN, Klahr D. (2012) Scientific Thinking and Reasoning The Oxford Handbook of Thinking and Reasoning
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