David Klahr
Affiliations: | Carnegie Mellon University, Pittsburgh, PA |
Area:
cognitive developmentGoogle:
"David Klahr"Mean distance: 16.47 (cluster 38)
Children
Sign in to add trainee| Christian D. Schunn | grad student | University of Pittsburgh | |
| Lara M. Triona | grad student | 2004 | Carnegie Mellon |
| Kevin N. Dunbar | post-doc | Carnegie Mellon | |
| Tony J. Simon | post-doc | 1988-1991 |
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Publications
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| Martella AM, Klahr D, Li W. (2020) The relative effectiveness of different active learning implementations in teaching elementary school students how to design simple experiments. Journal of Educational Psychology |
| Klahr D. (2019) Learning Sciences Research and Pasteur’s Quadrant The Journal of the Learning Sciences. 28: 153-159 |
| Chase CC, Klahr D. (2017) Invention Versus Direct Instruction: For Some Content, It’s a Tie Journal of Science Education and Technology. 26: 582-596 |
| Weisberg DS, Hirsh-Pasek K, Golinkoff RM, et al. (2016) Guided Play: Principles and Practices Current Directions in Psychological Science. 25: 177-182 |
| Masnick AM, Klahr D, Knowles ER. (2016) Data-Driven Belief Revision in Children and Adults Journal of Cognition and Development. 18: 87-109 |
| 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 |
| 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 |