Journey from Child to Scientist

Sharon M. Carver, PhD, is a developmental psychologist who serves as a teaching professor at Carnegie Mellon University and the director of the Psychology Department's early childhood laboratory school, The Children's School. With David Klahr, she codirects the university's doctoral Program in Interdisciplinary Education Research (PIER).  Dr. Carver earned an AB in psychology from Princeton University and a PhD in psychology from Carnegie Mellon University, where her advisor was David Klahr.  Dr. Carver's research focus is on the explicit specification of learning goals, the alignment of instruction and assessment with those goals, and the application of diverse teaching strategies to facilitate transfer. She seeks to enhance the reciprocal impact of theory and research in multiple disciplines to strengthen the learning of children, educators, families, university students, and researchers.  Jeff Shrager, PhD, is a consulting associate professor of symbolic systems at Stanford University, and chief technological officer of CollabRx, Inc., a biomedical informatics startup.  A computational psychologist of science, Dr. Shrager seeks to understand how science works and to build human amp ndash computer networks that facilitate scientific discovery.  Dr. Shrager holds degrees in computer science and cognitive and developmental psychology from The University of Pennsylvania and Carnegie Mellon University, respectively, and has conducted research in cognitive and developmental neuroscience, informal science education, scientific computing, human learning, artificial intelligence, molecular microbial marine biology and genomics, nonlinear mathematics, and many other areas.

• ContributorsForewordPrefaceIntroduction: The Journey From Child to Scientist - The Psychology of Science, Science Education, and the Impact of David Klahr Sharon M. Carver and Jeff ShragerFrom Theory to Application and Back: Following in the Giant Footsteps of David Klahr Robert S. SieglerThe Learning of Science and the Science of Learning: The Role of Analogy Zhe ChenDoes Folk Science Develop? Frank C. KeilThe Evolved Mind and Scientific Discovery David C. GearyEducational Neuroscience: Applying the Klahrian Method to Science Education Kevin Niall DunbarIs Development Domain Specific or Domain General? A Third Alternative Annette Karmiloff-SmithSimulating Discovery and Education in a Soccer Science World Jeff ShragerMoving Young amp quot Scientists-in-Waiting amp quot Onto Science Learning Pathways: Focus on Observation Rochel Gelman and Kimberly BrennemanSupporting Inquiry About the Foundations of Evolutionary Thinking in the Elementary Grades Richard Lehrer and Leona SchaubleEngineering in and for Science Education Christian D. Schunn, Eli M. Silk, and Xornam S. ApedoeTo Teach or Not to Teach Through Inquiry Erin Marie Furtak, Richard J. Shavelson, Jonathan T. Shemwell, and Maria FigueroaEpistemic Foundations for Conceptual Change Richard A. Duschl and Mari amp aacute Pilar Jim amp eacute nez-AleixandrePatterns, Rules, and Discoveries in Life and in Science David KlahrIndexAbout the Editors