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Beyond Empirical Adequacy: Learning Progressions as Models and Their Value for Teachers
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Alonzo, Alicia C.; Elby, Andrew – Cognition and Instruction, 2019
As scientific models of student thinking, learning progressions (LPs) have been evaluated in terms of one important, but limited, criterion: fit to empirical data. We argue that LPs are not empirically adequate, largely because they rely on problematic assumptions of theory-like coherence in students' thinking. Through an empirical investigation…
Descriptors: Science Teachers, Physics, Models, Learning Processes
A Theory Bite on Learning through Mathematical Activity
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Steffe, Leslie P. – Cognition and Instruction, 2011
In this article, the author wishes to emphasize two fundamental points related to theory that were significantly underplayed in Simon et al.'s "A Developing Approach to Studying Students' Learning through Their Mathematical Activity" (2010). The author believes these points are central to any study of children's mathematical learning. The first…
Descriptors: Mathematics Instruction, Learning Activities, Learning Theories, Mathematics Activities
Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience
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Pugh, Kevin J.; Linnenbrink-Garcia, Lisa; Koskey, Kristin L. K.; Stewart, Victoria C.; Manzey, Christine – Cognition and Instruction, 2010
The Teaching for Transformative Experiences in Science (TTES) model is designed to foster transformative experiences (e.g., experiences with science content involving the application of that content in ways that expand perception and value in everyday experience). This study presents a case study of a high school biology teacher learning to…
Descriptors: Intervention, Conflict, Biology, Science Instruction
Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving.
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Bielaczyc, Katerine; And Others – Cognition and Instruction, 1995
Presents ongoing research for constructing formal models of learning in rich problem-solving domains. The underlying framework for the research is aimed at integrating models of active, goal-oriented learning processes with theories of problem-solving and cognitive skill development. Indicates that the particular self-explanation and…
Descriptors: Cognitive Processes, Learning Processes, Learning Strategies, Learning Theories
Relations between Adolescents' Text Processing and Reasoning
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Wolfe, Michael B. W.; Goldman, Susan R. – Cognition and Instruction, 2005
This research examines adolescents' learning about a historical issue from multiple information sources. Adolescents read 2 contradictory texts explaining the Fall of Rome and thought out loud after each sentence. After reading, a series of questions probed their understanding and ability to reason with the information. Think-aloud protocols were…
Descriptors: Adolescents, Cognitive Ability, Cognitive Tests, Historical Interpretation
Why Some Material Is Difficult to Learn.
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Sweller, John; Chandler, Paul – Cognition and Instruction, 1994
Four experiments supported the hypothesis that, when learning to use equipment such as computers, if the material to be learned has an intrinsically high degree of interaction between elements, then learning might be facilitated by not having the equipment present. Thus, an analysis of intrinsic and extraneous cognitive load can lead to…
Descriptors: Cognitive Processes, High School Students, Instructional Design, Learning