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Vakil, Sepehr; McKinney de Royston, Maxine; Suad Nasir, Na'ilah; Kirshner, Ben – Cognition and Instruction, 2016
Participatory design-based research continues to expand and challenge the "researcher" and "researched" paradigm by incorporating teachers, administrators, community members, and youth throughout the research process. Yet, greater clarity is needed about the racial and political dimensions of these collaborative research…
Descriptors: Race, Power Structure, Participatory Research, Trust (Psychology)
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Stieff, Mike; Lira, Matthew E.; Scopelitis, Stephanie A. – Cognition and Instruction, 2016
The present article describes two studies that examine the impact of teaching students to use gesture to support spatial thinking in the Science, Technology, Engineering, and Mathematics (STEM) discipline of chemistry. In Study 1 we compared the effectiveness of instruction that involved either watching gesture, reproducing gesture, or reading…
Descriptors: Undergraduate Students, Organic Chemistry, STEM Education, Research Universities
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Rubel, Laurie H.; Lim, Vivian Y.; Hall-Wieckert, Maren; Sullivan, Mathew – Cognition and Instruction, 2016
This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. "Local Lotto," a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings…
Descriptors: Mathematics, Social Justice, Geographic Information Systems, Mathematics Instruction
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Manches, Andrew; O'Malley, Claire – Cognition and Instruction, 2016
This article focuses on how the representational properties of manipulatives affect the strategies children employ in problem solving. Two studies examined the effect of physical materials on 4-7-year-old children's problem solving strategies in a numerical (i.e., additive composition) task. The first study showed how children not only identified…
Descriptors: Manipulative Materials, Object Manipulation, Young Children, Problem Solving
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Stroupe, David – Cognition and Instruction, 2016
I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…
Descriptors: Beginning Teachers, Teaching Methods, Teacher Effectiveness, Teacher Education
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Chen, Ying-Chih; Park, Soonhye; Hand, Brian – Cognition and Instruction, 2016
This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: "Talk only," "writing only," "use of talk and writing in sequence," and "use of talk and writing simultaneously." This study aimed to examine how each…
Descriptors: Science Instruction, Discussion (Teaching Technique), Writing (Composition), Teaching Methods
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Ehret, Christian; Hollett, Ty – Cognition and Instruction, 2016
This article argues that current approaches to participatory design research (PDR) risk eliding the affective life of making educational change by locating change in cultural mediation alone. Locating change only in mediation subordinates affect, potentially overlooking lived dimensions of learning and being essential to lasting, transformative…
Descriptors: Participatory Research, Risk, Educational Change, Transformative Learning
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Zavala, Miguel – Cognition and Instruction, 2016
While a science of design (and theory of learning) is certainly useful in design-based research, a participatory design research framework presents an opening for learning scientists to rethink design and learning as processes. Grounded in the autoethnographic investigation of a grassroots organization's design of a local campaign, the author…
Descriptors: Design, Social Change, Participatory Research, Learning
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McWilliams, Jacob – Cognition and Instruction, 2016
This article offers a way forward for educators and researchers interested in drawing on the principles of "queer theory" to inform participatory design. In this article, I aim to achieve two related goals: To introduce new concepts within a critical conceptual practice of questioning and challenging the "heterosexual matrix"…
Descriptors: Social Theories, Sexuality, Educational Research, Research Methodology
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Philip, Thomas M.; Olivares-Pasillas, Maria C.; Rocha, Janet – Cognition and Instruction, 2016
Data visualizations are now commonplace in the public media. The ability to interpret and create such visualizations, as a form of data literacy, is increasingly important for democratic participation. Yet, the cross-disciplinary knowledge and skills needed to produce and use data visualizations and to develop data literacy are not fluidly…
Descriptors: Race, Cultural Literacy, Data, Visualization
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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
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Crosson, Amy C.; McKeown, Margaret G. – Cognition and Instruction, 2016
This study investigated how middle school students leverage information about bound Latin roots (e.g., "voc" in "advocate" and "vociferous") to infer meanings of unfamiliar words, and how instruction may facilitate morphological analysis using roots. A dynamic assessment of morphological analysis was administered to…
Descriptors: Middle School Students, Metalinguistics, Latin, Inferences
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Tzou, Carrie; Meixi; Suárez, Enrique; Bell, Philip; LaBonte, Don; Starks, Elizabeth; Bang, Megan – Cognition and Instruction, 2016
This article presents findings from TechTales, a participatory design research (PDR) project where learning scientists, public library staff members, informal science educators, and staff members from Native-American-serving organizations collaborated to design a family-based robotics workshop that was grounded in storytelling. We approach this by…
Descriptors: Robotics, STEM Education, Computer Software, Participatory Research
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González, Gloriana; DeJarnette, Anna F. – Cognition and Instruction, 2015
Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…
Descriptors: Teaching Methods, Groups, Scaffolding (Teaching Technique), Geometry
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Richland, Lindsey Engle – Cognition and Instruction, 2015
Deictic linking gestures, hand and arm motions that physically embody links being communicated between two or more objects in the shared communicative environment, are explored in a cross-cultural sample of mathematics instruction. Linking gestures are specifically examined here when they occur in the context of communicative analogies designed to…
Descriptors: Foreign Countries, Nonverbal Communication, Role, Mathematics Instruction
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