Claims

Special-issue papers articulate theoretical frameworks for inquiry, problem-based learning, and teacher learning and technology integration

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2–r3 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q1 i? Tawfik and colleagues offer a design taxonomy for instructional activities focused on questioning and guiding student inquiry, and Glazewski and Ertmer discuss principles for applying problem-based learning to foster greater equity and social justice. → Richard E. West 2020 q1 i? Van der Linden and McKenney argue for uniting cognitive and situated paradigms of teacher knowledge development with implications for video-based coaching, and Kopcha and colleagues argue for understanding contextualized teacher decision making about technology integration rather than teacher-created products. → Richard E. West 2020 (2)

Evidence

Richard E. West 2020

Richard E. West, Peg Ertmer, Susan McKenney. (2020). The crucial role of theoretical scholarship for learning design and technology. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09770-9

q1 · i? · theoretical · r2

The editorial summarizes two instructional design framework papers: a "design taxonomy for instructional activities focused on questioning" by Tawfik and colleagues, and Glazewski and Ertmer's principles for problem-based learning aimed at equity and social justice. Attributed summaries; no data reported.

"Andrew Tawfik, Andrew Graesser, Jessica Gatewood, and Jaclyn Gishbaugher begin with a design taxonomy for instructional activities focused on questioning and guiding student inquiry. Similar to inquiry-based education, Krista Glazewski and Peg Ertmer discuss complex problem solving, and encourage us to consider principles for how to apply problem-based learning to foster greater equity and social justice."

Richard E. West 2020 (2)

Richard E. West, Peg Ertmer, Susan McKenney. (2020). The crucial role of theoretical scholarship for learning design and technology. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09770-9

q1 · i? · theoretical · r3

The editorial summarizes van der Linden and McKenney's argument for "uniting cognitive and situated paradigms of teacher knowledge development" with implications for video-based coaching, and Kopcha and colleagues' shift toward contextualized teacher decision making about technology integration. Attributed summaries; no data reported.

"Sara van der Linden and Susan McKenney argue for uniting cognitive and situated paradigms of teacher knowledge development, and discuss the related implications for coaching teachers with the aid of video."

Discussion

Page metadata
Field Value
type claim
id special-issue-frameworks-inquiry-pbl-teacher-learning
title Special-issue papers articulate theoretical frameworks for inquiry, problem-based learning, and teacher learning and technology integration
description Special-issue papers articulate theoretical frameworks for inquiry, problem-based learning, and teacher learning and technology integration
status review
evidence_strength weak
newest_evidence 2020
generated by process:wiki-ingest on 2026-10-28
trust unverified — no one has confirmed this page's content
sources 2 — richard-e-west-2020, richard-e-west-2020-2

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