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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

Agarwal, Priyanka; Sengupta-Irving, Tesha – Cognition and Instruction, 2019

Engle and Conant's "productive disciplinary engagement" (PDE) framework has significantly advanced the study of learning in mathematics and science. This artilce revisits PDE through the lens of critical education research. Our analysis synthesizes two themes of power: "epistemic diversity," and "historicity and…

Descriptors: Intellectual Disciplines, Learner Engagement, Mathematics, Sciences

Smirnov, Natalia; Saiyed, Gulnaz; Easterday, Matthew W.; Lam, Wan Shun Eva – Cognition and Instruction, 2018

Journalism can serve as a generative disciplinary context for developing civic and information literacies needed to meaningfully participate in an increasingly networked and mediated public sphere. Using interviews with journalists, we developed a cognitive task analysis model, identifying an iterative sequence of production and domain-specific…

Descriptors: Information Literacy, Task Analysis, Journalism Education, Journalism

Levin, Mariana – Cognition and Instruction, 2018

This article elaborates a new direction for studying the construction of novel strategies that enables researchers to model the conceptual underpinnings of students' observable strategic actions during episodes of mathematical problem solving. The nature of the relationship between conceptual and procedural knowledge has been persistently debated…

Descriptors: Mathematics Instruction, Problem Solving, Algebra, Word Problems (Mathematics)

Larkin, Douglas B.; Maloney, Tanya; Perry-Ryder, Gail M. – Cognition and Instruction, 2016

This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants' conceptual…

Descriptors: Race, Teaching Methods, Attitude Change, Racial Bias

Borge, Marcela; White, Barbara – Cognition and Instruction, 2016

We proposed and evaluated an instructional framework for increasing students' ability to understand and regulate collaborative interactions called Co-Regulated Collaborative Learning (CRCL). In this instantiation of CRCL, models of collaborative competence were articulated through a set of socio-metacognitive roles. Our population consisted of 28…

Descriptors: Metacognition, Cooperative Learning, Mixed Methods Research, Urban Schools

Maier, Johanna; Richter, Tobias – Cognition and Instruction, 2013

When reading multiple texts about controversial scientific issues, learners must construct a coherent mental representation of the issue based on conflicting information that can be more or less belief-consistent. The present experiment investigated the effects of text-belief consistency on the situation model and memory for text. Students read…

Descriptors: Information Seeking, Science and Society, Information Sources, Critical Reading

Stull, Andrew T.; Hegarty, Mary; Dixon, Bonnie; Stieff, Mike – Cognition and Instruction, 2012

In representation-rich domains such as organic chemistry, students must be facile and accurate when translating between different 2D representations, such as diagrams. We hypothesized that translating between organic chemistry diagrams would be more accurate when concrete models were used because difficult mental processes could be augmented by…

Descriptors: Spatial Ability, Control Groups, Organic Chemistry, Direct Instruction

Azevedo, Flavio S. – Cognition and Instruction, 2011

Based on a three-year-long ethnography of the hobby of model rocketry, I present a practice-centered theory of interest relationships--that is, the pattern of long-term, self-motivated engagement in open-ended practices that has been theorized under the concept of "individual interests". In contrast to extant theories of individual interests, in…

Descriptors: Interests, Ethnography, Vocational Interests, Barriers

Steffe, Leslie P. – Cognition and Instruction, 2011

In this article, the author wishes to emphasize two fundamental points related to theory that were significantly underplayed in Simon et al.'s "A Developing Approach to Studying Students' Learning through Their Mathematical Activity" (2010). The author believes these points are central to any study of children's mathematical learning. The first…

Descriptors: Mathematics Instruction, Learning Activities, Learning Theories, Mathematics Activities

Duncan, Ravit Golan – Cognition and Instruction, 2007

Promoting the ability to reason generatively about novel phenomena and problems students may encounter in their everyday lives is a major goal of science education. This goal proves to be a formidable challenge in domains, such as molecular genetics, for which the accumulated scientific understandings are daunting in both amount and complexity. To…

Descriptors: Undergraduate Students, Genetics, Novels, Science Education

Ellis, Amy B. – Cognition and Instruction, 2007

This paper reports the mathematical generalizations of two groups of algebra students, one which focused primarily on quantitative relationships, and one which focused primarily on number patterns disconnected from quantities. Results indicate that instruction encouraging a focus on number patterns supported generalizations about patterns,…

Descriptors: Algebra, Teaching Methods, Mathematics Instruction, Mathematical Concepts

Baroody, Arthur J.; Brach, Catherine; Tai, Yu-chi – Cognition and Instruction, 2006

A schema based view of addition development is compared with Siegler's latest strategy-choice model, which includes an addition goal sketch (a basic understanding of "the goals and causal relations" of addition; Siegler & Crowley, 1994, p. 196). This metacognitive component in the latter model is presumed to develop as a child practices a basic…

Descriptors: Arithmetic, Mathematics Instruction, Models, Cognitive Development

Arendasy, Martin; Sommer, Markus; Ponocny, Ivo – Cognition and Instruction, 2005

Simple arithmetic word problems are often featured in elementary school education. One type of problem, "compare with unknown reference set," ranks among the most difficult to solve. Differences in item difficulty for compare problems with unknown reference set are observed depending on the direction of the relational statement (more than vs. less…

Descriptors: Psychometrics, Arithmetic, Word Problems (Mathematics), Item Response Theory

Schwarz, Christina V.; White, Barbara Y. – Cognition and Instruction, 2005

We argue that learning about the nature and utility of scientific models and engaging in the process of creating and testing models should be a central focus of science education. To realize this vision, we created and evaluated the Model-Enhanced ThinkerTools (METT) Curriculum, which is an inquiry-oriented physics curriculum for middle school…

Descriptors: Physics, Science Curriculum, Models, Middle School Students

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