NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Arif Rachmatullah; Nonye Alozie; Hui Yang – International Journal of Science Education, 2024
The current study explores the connection and affordances of talk and gesture in collaborative science problem-solving activities using an emerging analytical approach. A total of 15 three to five-member groups of middle school students participated in a set of clinical collaborative science problem-solving activities. Six groups (three low- and…
Descriptors: Middle School Students, Science Education, Language Usage, Nonverbal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Alice Hein; Klaus Diepold – Cognitive Science, 2024
Early number skills represent critical milestones in children's cognitive development and are shaped over years of interacting with quantities and numerals in various contexts. Several connectionist computational models have attempted to emulate how certain number concepts may be learned, represented, and processed in the brain. However, these…
Descriptors: Numeracy, Child Development, Cognitive Ability, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Gayithri Jayathirtha; Deborah Fields; Yasmin Kafai – Computer Science Education, 2024
Background and Context: Debugging is a challenging yet understudied practice within recent collaborative K-12 physical computing contexts. We examined think-aloud interviews and reflections of seven high school student pairs who debugged researcher-designed buggy electronic textile projects. Objective: We asked: (1) What strategies did student…
Descriptors: High School Students, Problem Solving, Cooperation, Small Group Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Eliza L. Congdon; Elizabeth M. Wakefield; Miriam A. Novack; Naureen Hemani-Lopez; Susan Goldin-Meadow – Cognitive Science, 2024
Gestures--hand movements that accompany speech and express ideas--can help children learn how to solve problems, flexibly generalize learning to novel problem-solving contexts, and retain what they have learned. But does it matter who is doing the gesturing? We know that producing gesture leads to better comprehension of a message than watching…
Descriptors: Nonverbal Communication, Predictor Variables, Learning Processes, Generalization
Marivic G. Molina; Erna V. Yabut – Journal of Practical Studies in Education, 2025
This study investigated the impact of computer-aided assessment on the enhancement of critical thinking skills in non-routine problem-solving across three distinct learning delivery modalities: fully online, balanced blended, and predominantly face-to-face (F2F) blended. The study aimed to evaluate the effectiveness of computer-aided assessment in…
Descriptors: Critical Thinking, Thinking Skills, Skill Development, Computer Assisted Testing
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ilse Fouché – Reading & Writing: Journal of the Literacy Association of South Africa, 2024
Background: A lack of student 'buy-in' and engagement are often major obstacles in academic literacy courses. To create a dialogic learning environment which encourages student investment and challenges traditional student-lecturer hierarchies of power, the curriculum of a first-year academic literacy course at a South African university was…
Descriptors: Preservice Teachers, Literacy Education, Learner Engagement, Discussion (Teaching Technique)