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Archer, Louise; Moote, Julie; MacLeod, Emily – Journal of the Learning Sciences, 2020
Background: There is widespread agreement that participation in post-compulsory physics needs to be widened and increased, particularly among women and under-represented communities. This paper contributes to understanding of the processes that produce unequal participation, Methods: The paper undertakes a Bourdieusian analysis of longitudinal…
Descriptors: Science Instruction, Physics, Foreign Countries, Advanced Courses
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van de Pol, Janneke; Mercer, Neil; Volman, Monique – Journal of the Learning Sciences, 2019
Providing contingent or adaptive support (i.e., scaffolding) is effective. Yet it is unclear how it promotes students' learning. In this mixed-methods study, we investigated to what extent the effect of contingent support for students' learning is mediated by the extent to which students take up teachers' support in subsequent small-group work. We…
Descriptors: Scaffolding (Teaching Technique), Student Attitudes, Small Group Instruction, Group Dynamics
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Sannino, Annalisa; Engeström, Yrjö; Lemos, Monica – Journal of the Learning Sciences, 2016
This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of…
Descriptors: Intervention, Transformative Learning, Learning Processes, Epistemology
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Jornet, Alfredo; Roth, Wolff-Michael; Krange, Ingeborg – Journal of the Learning Sciences, 2016
In this article we present an analytical framework for approaching transfer episodes--episodes in which participants declare or can be declared to bring prior experience to bear on the current task organization. We build on Dewey's writings about the continuity of experience, Vygotsky's ideas of unit analysis, as well as more recent developments…
Descriptors: Transfer of Training, Models, Experience, Theories
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Levrini, Olivia; Fantini, Paola; Tasquier, Giulia; Pecori, Barbara; Levin, Mariana – Journal of the Learning Sciences, 2015
The goal of this article is to contribute to understanding the interplay between students' disciplinary engagement and their identity construction. The term appropriation, borrowed from scholars in linguistics and education, was chosen to capture this broader sense of productive learning that sits at the nexus of disciplinary engagement and…
Descriptors: Learner Engagement, Self Concept, Learning, Discourse Analysis
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Heyd-Metzuyanim, Einat – Journal of the Learning Sciences, 2015
This study uses a new communicational lens that conceptualizes the activity of learning mathematics as interplay between mathematizing and identifying in order to study how the emotional, social, and cognitive aspects of learning mathematics interact with one another. The proposed framework is used to analyze the case of Idit, a girl who started…
Descriptors: Foreign Countries, Mathematics Education, Academic Failure, Mathematics Achievement
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Sharples, Mike; Scanlon, Eileen; Ainsworth, Shaaron; Anastopoulou, Stamatina; Collins, Trevor; Crook, Charles; Jones, Ann; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul; O'Malley, Claire – Journal of the Learning Sciences, 2015
A central challenge for science educators is to enable young people to act as scientists by gathering and assessing evidence, conducting experiments, and engaging in informed debate. We report the design of the nQuire toolkit, a system to support scripted personal inquiry learning, and a study of its use with school students ages 11-14. This…
Descriptors: Science Instruction, Science Experiments, Science Activities, Inquiry
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Kapur, Manu – Journal of the Learning Sciences, 2014
A total of 136 eighth-grade math students from 2 Singapore schools learned from either productive failure (PF) or vicarious failure (VF). PF students "generated" solutions to a complex problem targeting the concept of variance that they had not learned yet before receiving instruction on the targeted concept. VF students…
Descriptors: Foreign Countries, Grade 8, Mathematics Instruction, Failure
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van de Pol, Janneke; Volman, Monique; Oort, Frans; Beishuizen, Jos – Journal of the Learning Sciences, 2014
Adapting support contingently to student needs by first diagnosing their current understanding, that is, scaffolding, is considered a key aspect of excellent teaching. The use of classroom scaffolding is rare, however. We therefore investigated the benefits to teachers of a professional development program that was based upon a model of contingent…
Descriptors: Intervention, Scaffolding (Teaching Technique), Teamwork, Experimental Programs
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Raes, Annelies; Schellens, Tammy; De Wever, Bram – Journal of the Learning Sciences, 2014
As secondary students' interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students--and more particularly the disadvantaged students--to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a…
Descriptors: Secondary School Students, Secondary School Science, Inquiry, Skill Development
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Eysink, Tessa H. S.; de Jong, Ton – Journal of the Learning Sciences, 2012
This study compared the affordances of 4 multimedia learning environments for specific learning processes. The environments covered the same domain but used different instructional approaches: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. Although they all promote an active…
Descriptors: Multimedia Instruction, Hypermedia, Educational Environment, Inquiry
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Clark, Douglas B.; D'Angelo, Cynthia M.; Schleigh, Sharon P. – Journal of the Learning Sciences, 2011
This study investigates the ongoing debate in the conceptual change literature between unitary and elemental perspectives on students' knowledge structure coherence. More specifically, the current study explores two potential explanations for the conflicting results reported by Ioannides and Vosniadou (2002)and diSessa, Gillespie, and Esterly…
Descriptors: Foreign Countries, Cognitive Structures, Physics, Coding
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Taber, Keith S.; Garcia-Franco, Alejandra – Journal of the Learning Sciences, 2010
This article explores 11- to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness. We report 5 themes in student…
Descriptors: Physics, Chemistry, Learning Processes, Intuition