Data comparison problems are used in teaching and science education research that focuses on students' ability to compare datasets and their conceptual understanding of measurement uncertainties. However, the evaluation of students' decisions in these problems can pose a problem: e.g., students making a correct decision for the wrong reasons.…

In this paper, we seek to evaluate the extent to which students can follow a deductive reasoning chain when it is presented to them. A great deal of instruction in introductory physics courses is centered on presenting students with a logical argument that starts from first principles and systematically leads to a particular conclusion. This…

This study expands on previous research in concept-based instruction (CBI) by investigating the use of the grammatical concept of aspect as a tool to mediate decision making during tasks. Specifically, this article reports the findings of a longitudinal case study that examines one student's explanations for his choice of French past tense…

If an organic chemistry student explains that she represents a mechanistic step because ''it's a productive part of the mechanism,'' what meaning could the professor teaching the class attribute to this statement, what is actually communicated, and what does it mean for the student? The professor might think that the explanation is based on…

Comparing multiple solutions to a single problem is an important mode for developing flexible mathematical thinking, yet instructionally leading this activity is challenging (Stein, Engle, Smith, & Hughes, 2008). We test 1 decision teachers must make after having students solve a problem: whether to only verbally discuss students' solutions or…

This paper outlines a theoretical paradigm for distinguishing thinking, knowing and believing. A new taxonomy is presented for categorizing levels of knowing and outlines a structure of justification for each level. The paper discusses and explains the importance of such distinctions in decision making and thinking in general.

The period from adolescence through young adulthood is one of great promise and vulnerability. As teenagers approach maturity, they must develop and apply the skills and habits necessary to navigate adulthood and compete in an ever more technological and globalized world. But as parents and researchers have long known, there is a crucial dichotomy…

The Philosophy for Children Program was introduced to a class of deaf fifth graders as an instructional approach for reasoning skills. The program is intended to develop analytic skills required for intellectual functioning (including concept development, generalization, inference making, question formulation, and analogies). The program's major…

The development of game theory was a response to a need to understand human decision making processes in situations of incomplete or imperfect information. By reducing decision making situations to probability game systems, it is possible to analyze and test various competitive strategies that maximize wins and minimize losses. Although game…