Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 0 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 3 |
Descriptor
| Adjustment (to Environment) | 1 |
| Clinical Diagnosis | 1 |
| College Students | 1 |
| Comparative Analysis | 1 |
| Comprehension | 1 |
| Diagnostic Teaching | 1 |
| Educational Experience | 1 |
| Expertise | 1 |
| Grade 9 | 1 |
| Graduate Students | 1 |
| More ▼ | |
Source
| Cognition and Instruction | 3 |
Author
| Schwartz, Daniel L. | 3 |
| Bransford, John D. | 1 |
| Martin, Lee | 1 |
| Martin, Taylor | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Grade 9 | 1 |
| Higher Education | 1 |
Audience
Showing all 3 results
Direct linkMartin, Lee; Schwartz, Daniel L. – Cognition and Instruction, 2009
An important element of adaptive expertise involves stepping away from a routine to retool one's knowledge or environment. The current study investigated two forms of this adaptive pattern: fault-driven adaptations, which are reactions to a difficulty, and prospective adaptations, which are proactive reformulations. Graduate and undergraduate…
Descriptors: Undergraduate Students, Graduate Students, Adjustment (to Environment), Comparative Analysis
Schwartz, Daniel L.; Martin, Taylor – Cognition and Instruction, 2004
Activities that promote student invention can appear inefficient, because students do not generate canonical solutions, and therefore the students may perform badly on standard assessments. Two studies on teaching descriptive statistics to 9th-grade students examined whether invention activities may prepare students to learn. Study 1 found that…
Descriptors: Teaching Methods, Grade 9, Statistics, Instructional Effectiveness
Peer reviewedSchwartz, Daniel L.; Bransford, John D. – Cognition and Instruction, 1998
Three studies evaluated a method for developing prior-knowledge structures that prepares students to learn from a text or lecture. Findings indicate that there is a place for lectures and readings in the classroom if students have sufficiently differentiated domain knowledge to use the expository materials in a generative manner. (TJQ)
Descriptors: College Students, Comprehension, Higher Education, Knowledge Level
