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Showing 1 to 15 of 43 results Save | Export
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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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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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Kelton, Molly L.; Ma, Jasmine Y. – Cognition and Instruction, 2020
In this article, we report on a video-based field study of an intergenerational family's enactment of a mathematical object (a torus) in the context of an immersive mathematics exhibition in a science center. To do this, we center interwoven, multi-party mobilities at multiple scales--walking, gesturing, touching, and postural adjustments -- as…
Descriptors: Mathematics, Exhibits, Science Teaching Centers, Family (Sociological Unit)
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Marin, Ananda Maria – Cognition and Instruction, 2020
There is a growing corpus of research in the educational sciences that explores the multiple ways in which mobility, or people's movement from place to place and through places, both constitutes and influences learning. Ambulatory methods and walking interviews are increasingly being used by social scientists and performance researchers to…
Descriptors: Mobility, Identification (Psychology), Environmental Influences, Ecology
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Gutiérrez, Kris D. – Cognition and Instruction, 2020
Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field's theoretical matrix of the sociohistorical, cognitive, sociopolitical, sociocultural, relational, and spatial. Taken together, they tease out new subject-object,…
Descriptors: Learning Processes, Motion, Human Dignity, Mobility
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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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Vieira, Camilo; Magana, Alejandra J.; Roy, Anindya; Falk, Michael L. – Cognition and Instruction, 2019
Creating explanations is an important process for students, not only to make connections between novel information and background knowledge, but also to be able to communicate their understanding of any given topic. This article explores students' explanations in the context of computational science and engineering, an important interdisciplinary…
Descriptors: Student Attitudes, Comprehension, Computation, Programming
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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
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Radoff, Jennifer; Jaber, Lama Ziad; Hammer, David – Cognition and Instruction, 2019
We study the case of Marya, a freshman engineering major who showed and spoke of a drastic shift in her feelings and approach to learning physics during an introductory course. For the first several weeks, she was anxiously manipulating equations without considering physical meaning, and she was terribly worried about being correct. By the end of…
Descriptors: College Freshmen, Engineering Education, Physics, Science Instruction
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Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy – Cognition and Instruction, 2018
Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…
Descriptors: Academic Achievement, Mathematics Education, Algebra, Research and Development
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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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Marin, Ananda; Bang, Megan – Cognition and Instruction, 2018
This case study focuses on a Native American family's experience on a walk in an urban forest preserve. Drawing on interaction analysis traditions, we analyze video data and transcript data to characterize how learning unfolds in place, in this case an urban forest. We build on this analysis, as well as the work of Indigenous scholars, to…
Descriptors: American Indians, Family Involvement, Environmental Education, Outdoor Education
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Rau, Martina A.; Wu, Sally P. W. – 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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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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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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