The act of writing involves decision-making that can be challenging for elementary students as they choose ideas, organization structures, and audiences for whom to share their messages. Teachers can support students in their decision-making through providing explicit explanation of the metacognitive decision-making that occurs at each stage of…

This study was conducted to reveal potential sources of students' difficulty and misconceptions about geometrical concepts with the help of eye tracking. In this study, the students' geometrical misconceptions were explored by answering the questions on the geometry test prepared based on the literature and test-taking processes and represented…

This paper explores the reasoning processes expert teachers use when reading and responding to elementary students' writing. We report findings from a qualitative multi-case study drawing on "think-aloud" interview data from seventeen participants as they read and responded to narrative, informational, and opinion/argumentative drafts.…

This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously…

This research is reviewing students' process of decision making intuitively, analytically, and interactively. The research done by using discount problem which specially created to explore student's intuition, analytically, and interactively. In solving discount problems, researcher exploring student's decision in determining their attitude which…

Research has addressed what instructional conditions may inhibit or promote scientific argumentation. Little research, however, has paid attention to interpersonal factors that influence collaborative argumentation. The present study examines the ways interpersonal factors affected group dynamics, which influence the features of collaborative…

The purpose of this qualitative study was to examine the decisions three teachers made to integrate technology in technology-rich elementary classrooms. An additional purpose of this study was to understand how the teachers' beliefs about technology and their knowledge of content, pedagogy, technology, and learners influenced the decisions…

In the generative classroom, teachers provide well-designed learning environments that result in the combination, recombination, and reorganization of repertoires such that new untaught repertoires are likely to occur. One component that can contribute to such generativity is Precision Teaching (PT), a frequency building instructional…