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Historical Inquiry to Challenge the Narrative of Racial Progress
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Santiago, Maribel – Cognition and Instruction, 2019
This article explores how a curricular intervention that merges antiessentialist historical content and historical inquiry plays a role in how students complicate the narrative of racial progress. The 3-day curricular intervention centers on "Mendez v. Westminster," a case about 1940s Mexican American school segregation. The content and…
Descriptors: History Instruction, Inquiry, Racial Bias, Curriculum
Competent Adolescent Readers' Use of Internet Reading Strategies: A Think-Aloud Study
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Cho, Byeong-Young – Cognition and Instruction, 2014
The purpose of this study was to investigate the type, pattern, and complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants performed an academic Internet reading task with the goal of developing critical questions about their chosen controversial topic. Strategies for Internet reading were…
Descriptors: Internet, Reading Strategies, High School Students, Reading Assignments
Do Master Narratives Change among High School Students? A Characterization of How National History Is Represented
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Carretero, Mario; van Alphen, Floor – Cognition and Instruction, 2014
Master narratives frame students' historical knowledge, possibly hindering access to more historical representations. A detailed analysis of students' historical narratives about the origins of their own nation is presented in terms of four master narrative characteristics related to the historical subject, national identification, the main theme…
Descriptors: High School Students, History Instruction, Foreign Countries, Grade 8
Reasoning through Instructional Analogies
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Kapon, Shulamit; diSessa, Andrea A. – Cognition and Instruction, 2012
This article aims to account for students' assessments of the plausibility and applicability of analogical explanations, and individual differences in these assessments, by analyzing properties of students' underlying knowledge systems. We developed a model of explanation and change in explanation focusing on knowledge elements that provide a…
Descriptors: Logical Thinking, High School Students, Thinking Skills, Teaching Methods
A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning
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Ford, Michael J. – Cognition and Instruction, 2012
This article identifies aspects of argumentation in scientific practice that are key for scientific sense-making and articulates how engagement in these aspects happens both inter-mentally (between people) and intra-mentally (an individual's reasoning). Institutionally, peer review exerts critique on new knowledge claims in science and is…
Descriptors: Persuasive Discourse, Logical Thinking, Criticism, Physics
How Many "Decimals" Are There between Two "Fractions"? Aspects of Secondary School Students' Understanding of Rational Numbers and Their Notation
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Vamvakoussi, Xenia; Vosniadou, Stella – Cognition and Instruction, 2010
We present an empirical study that investigated seventh-, ninth-, and eleventh-grade students' understanding of the infinity of numbers in an interval. The participants (n = 549) were asked how many (i.e., a finite or infinite number of numbers) and what type of numbers (i.e., decimals, fractions, or any type) lie between two rational numbers. The…
Descriptors: Secondary School Students, Intervals, Numbers, Mathematics