Cognitive processes are procedures for using existing knowledge to combine it with new knowledge and make decisions based on that knowledge. This study aims to identify the cognitive structure of students during information processing based on the level of algebraic reasoning ability. This type of research is qualitative with exploratory methods.…

This study examined middle and secondary mathematics teachers' knowledge structures, informal inferential reasoning (IIR), and pedagogical content knowledge (PCK) for statistics. Using task-based clinical interviews (Goldin, 1997) and cross-case analysis (Creswell, 2013), a stratified purposeful sample (Patton, 2002) of nine teachers responded to…

This study aims to implement empirically students' abstraction with socio-cultural background of Indonesia. Abstraction is an activity that involves a vertical reorganization of previously constructed mathematics into a new mathematical structure. The principal components of the model are three dynamic nested epistemic actions: recognizing,…

A study had been conducted in qualitative design employing phenomenology approach to examine the cognitive basis and the semantic structure of phenomena based reasoning of lower secondary school students in Ambon. The data of the study were collected by using a test. Phenomena stimulus of science was given to the informants in the form of…

For many students, developing mathematical reasoning can prove to be challenging. Such difficulty may be explained by a deficit in the core understanding of many arithmetical concepts taught in early school years. Multiplicative reasoning is one such concept that produces an essential foundation upon which higher-level mathematical thinking skills…

Introduction: The study seeks to answer two questions: How do university students learn to use correct strategies to conduct scholarly information searches without instructions? and, What are the differences in learning mechanisms between users at different cognitive levels? Method: Two groups of users, thirteen first year undergraduate students…

"The question for me is how can the human mind occur in the physical universe. We now know that the world is governed by physics. We now understand the way biology nestles comfortably within that. The issue is how will the mind do that as well."--Allen Newell, December 4, 1991, Carnegie Mellon University. The argument John Anderson gives…

This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students' thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources,…

Explores the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. Based on a metacognition-based visual learning model, aims to elucidate the process by which Roundhouse diagramming helps learners bootstrap their current…

Comments on Flavell's paper (PS 522 962) presented in the same issue. Stresses some of the positive aspects of preschoolers' conception of thinking, and raises questions about the relatively negative portrait of young child's introspective abilities. Discusses evidence of introspection among preschoolers, and underlines the special, and…

Comments on Flavell's paper in this issue. Examines the paper's findings on three different aspects of children's knowledge about thinking: their ability to differentiate thinking from other activities, their awareness that thinking is always going on in people's minds, and their capacity for introspection into their own thinking. Argues that…

This article builds on two previous ones in which we presented the processes of construction and consolidation of one student's knowledge structures about comparisons of infinite sets, according to a recently proposed theory of abstraction. In the present article, we show that under slight variations of context, knowledge structures that have…

This paper describes the methods and techniques called Conceptual Analysis (CA), a rigorous procedure to generate (without involuntary omissions and repetitions) knowledge bases for the development of knowledge-based systems. An introduction is given of CA and how it can be used to produce knowledge bases. A discussion is presented on what is…

Three studies examined the domain of concepts about dinosaurs in order to assess how the domain might be structured in 4- through 7-year-old children's representations and to explore how the knowledge might be used. Findings indicated that significant differences exist in the way expert and novice children's representations are structured.…

The relationship of cognitive development to learning science is considered. Views of thinking from both a psychological and a scientific standpoint are compared in order to shed light on current science teaching practice. Metacognition and problem solving are discussed. (Author/MT)