Journal :: Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307 - 359.

In this study I investigated how collaborative interactions influence problem-solving outcomes. Conversations of twelve 6th-grade triads were analyzed utilizing quantitative and qualitative methods. Neither prior achievement of group members nor the generation of correct ideas for solution could account for between-triad differences in problem-s...

Journal :: Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31, 1 - 36.

journal :: Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36.

The concern with a "digital divide" has been transformed from one defined by technological access to technological prowess--employing technologies for more empowered and generative uses such as learning and innovation. Participation in technological fluency-building activities among high school students in a community heavily involved in the tec...

Journal :: Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193 - 224.

Tags: Ecological perspectives, life history, parenting, technology

journal :: Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development , 49(4), 193-224.

Adolescents often pursue learning opportunities both in and outside school once they become interested in a topic. In this paper, a learning ecology framework and an associated empirical research agenda are described. This framework highlights the need to better understand how learning outside school relates to learning within schools or other f...

journal :: Barron, B., Kennedy Martin, C., Roberts, E. (2006). Sparking self-sustained learning: Lessons from a design experiment to build technological fluency and bridge divides. International Journal of Technology and Design , 17(1), 75-105.

In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single school system with a sequence of secondary school level (ages 14–18) computer technology courses. In our first study, we share data on students’ learning as a function of the required introductory course and their pre-course...

book :: Sabelli, N., Stevens, R., Schwartz, D., Vye, N., Reeves, B., Bransford, J. D., Barron, B., Pea, R., Meltzoff, A., Roschelle, J., Kuhl, P., Bell, P. (2006). Foundations and opportunities for an interdisciplinary science of learning. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 19-34). New York: Cambridge University Press.

In this chapter, we argue that the learning sciences are poised for a "decade of synergy." We focus on several key traditions of theory and research with the potential for mutually influencing one another in ways that can transform how we think about the science of learning, as well as how future educators and scientists are trained. The thre...

Tags: learning, science, science education, training, implicit learning

book :: Sabelli, N., Meltzoff, A., Barron, B., Pea, R., Reeves, B., Bransford, J., Vye, N., Stevens, R., Kuhl, P., Roschelle, J., Schwartz, D., Bell, P. (2006). Learning theories and education: Toward a decade of synergy. In P. Alexander, P. Winne (Eds.), Handbook of educational psychology, 2nd edition (pp. 209-244). Mahwah, NJ: Erlbaum.

Our goal is to provide an overview of important aspects of human learning that are particularly relevant to educators. Doing so represents an exciting but difficult challenge because human learning is a highly complex topic. Different theories have emerged as researchers have focused on different kinds of learning. Some have focused on the acqui...

Tags: synergy, learning, education, teaching, review, meta

journal :: Mercier, E. M., Barron, B., O'Connor, K. M. (2006). Images of self and others as computer users: The role of gender and experience. Journal of Computer Assisted Learning, 22(5), 335-348.

Gender differences in the pursuit of technology careers are a current issue of concern. We report on two studies that use surveys, drawings and interviews to examine sixth- and eighth-grade students' perceptions of knowledgeable computer users and their self-perception as a computer-type person. In Study 1, participants were asked to generate re...

Tags: gender, perception, role, stereotype

journal :: Barron, B. (2006). Configurations of learning settings and networks: Implications of a learning ecology perspective. Human Development, 49(4), 229-231.