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Showing 1 to 15 of 17 results Save | Export
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Ochieng, Mary A.; Van Zoest, Laura R. – Cognition and Instruction, 2023
Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to…
Descriptors: Preservice Teachers, Preservice Teacher Education, Middle School Mathematics, Teaching Methods
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Shulamit Kapon; Maayan Schvartzer – Cognition and Instruction, 2024
We present the theoretical argument that the use of mathematics in physics can be productively conceptualized as using a language and that learning to make sense of physics equations and appropriating them into novel scientific inquiry can be understood as a process of learning to read fluently with a high level of reading comprehension and to…
Descriptors: Physics, Equations (Mathematics), High School Students, Scientific Research
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Gideon Dishon; Sarit Barzilai; Johnatan Verissimo Yanai – Cognition and Instruction, 2024
The spread of misinformation has underscored the importance of cultivating citizens' competency to critically evaluate popular accounts of scientific evidence. Extending the prevailing emphasis on evidence in the natural sciences, we argue for fostering students' understanding of psychological evidence and its communication in the media. In this…
Descriptors: Psychology, Teaching Methods, Misinformation, Evidence
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Taylor, Katie Headrick – Cognition and Instruction, 2020
In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone's house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and…
Descriptors: Epistemology, Urban Planning, Teaching Methods, Learning Processes
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Martina A. Rau; Sally P. W. Wu – Cognition and Instruction, 2018
Connection-making among multiple representations is a crucial but difficult competence in STEM learning. Prior research has focused on one type of learning process involved in connection-making: sense-making processes leading to conceptual understanding of connections. Yet, other research suggests that a second type of learning process is…
Descriptors: STEM Education, Teaching Methods, Visual Perception, Control Groups
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Finch, Lila; Moreno, Celeste; Shapiro, R. Benjamin – Cognition and Instruction, 2021
Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the…
Descriptors: Interdisciplinary Approach, Learning Processes, Thinking Skills, Epistemology
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Harlow, Danielle B.; Dwyer, Hilary A.; Hansen, Alexandria K.; Iveland, Ashley O.; Franklin, Diana M. – Cognition and Instruction, 2018
This article integrates an ecological approach and design-based research in computer science education research by following the simultaneous development of a computer programming environment and curriculum for elementary school age children over 2-1/2 years. We studied the alignment of the affordances provided by the programming environment and…
Descriptors: Computer Science Education, Elementary School Students, Programming, Scaffolding (Teaching Technique)
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Radinsky, Josh – Cognition and Instruction, 2020
Learning in data-rich environments has been a focus of learning sciences research since the inception of the field, with increasing interest in the ways learners "narrate data." This article examines the narration of data from the perspective of "learning on the move," identifying mobilities of data, and of the narratives in…
Descriptors: Data Analysis, Learning Processes, Grade 7, Social Studies
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Tang, Xiaowei; Yang, Liu; Levin, Daniel M. – Cognition and Instruction, 2020
In this study, we explore how cross-linguistic differences can contribute to children's scientific thinking. We compared first and third grade Chinese students' pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a…
Descriptors: Thinking Skills, Science Education, Comparative Analysis, Contrastive Linguistics
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López-Íñiguez, Guadalupe; Pozo, Juan Ignacio – Cognition and Instruction, 2014
While many studies have considered the association between teachers' and students' conceptions of teaching and learning and classroom practices, few studies have researched the influence of teachers' conceptions on students' conceptions. Our objective was to analyze the influence of music teachers' conceptions on student…
Descriptors: Music Education, Musical Instruments, Learning Theories, Teacher Attitudes
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Stylianides, Gabriel J.; Stylianides, Andreas J. – Cognition and Instruction, 2014
Ambitious teaching is a form of teaching that requires a high level of teacher responsiveness to what students do as they actively engage with the subject matter. Thus, a teacher enacting ambitious teaching is often confronted with uncertainties about how to advance students' learning while also building on students' contributions. In…
Descriptors: Teaching Methods, Learner Engagement, Student Needs, Relevance (Education)
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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
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Joiner, Richard; And Others – Cognition and Instruction, 1995
Describes a series of preliminary studies suggesting that the benefits of collaboration may be not only the result of peer interaction but also due to peer presence. Suggests peer presence must be considered in all such studies, and that better integration of social and affective approaches with cognitive approaches may be necessary to understand…
Descriptors: Cooperation, Elementary Education, Learning Processes, Peer Relationship
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Howe, Christine; And Others – Cognition and Instruction, 1995
Examined how task design influences the effectiveness of peer collaboration in facilitating students' conceptual change in physics. Subjects were 8- to 12-year olds studying heating and cooling. Results showed the general superiority of collaborative tasks that both facilitate critical testing and require rules; task designs deploying one feature…
Descriptors: Age Differences, Concept Formation, Cooperation, Elementary Education
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Pirolli, Peter; Recker, Margaret – Cognition and Instruction, 1994
Two experiments involved an intelligent tutoring system for the Carnegie Mellon University Lisp Tutor using production system theories of transfer and analogical problem solving. Results suggested that acquisition of cognitive skills is facilitated by high degrees of metacognition, which includes higher level monitoring of states of knowledge,…
Descriptors: Learning Processes, Learning Strategies, Learning Theories, Metacognition
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