☰

David Klahr

Affiliations: 
Carnegie Mellon University, Pittsburgh, PA 
Area:
cognitive development
Google:
"David Klahr"
Mean distance: 16.47 (cluster 38)
 
Tree Publications Grants Similar researchers PubMed Report error

Parents

Sign in to add mentor
Herbert A. Simon grad student Carnegie Mellon

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

Collaborators

Sign in to add collaborator
BETA: Related publications

Publications

You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect.

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
See more...