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Davis, Natalie R.; Schaeffer, Janelle – Cognition and Instruction, 2019
The study of water as a K-12 science idea often divorces its properties from its deeply politicized history as a resource that has been limited, compromised, and intentionally withheld from nondominant communities. Although a robust body of scholarship has aptly critiqued decontextualized and depoliticized pedagogies and called for critical…
Descriptors: Water Pollution, Elementary School Science, Science Instruction, Political Issues
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
Parnafes, Orit – Cognition and Instruction, 2012
This article presents a theoretical model of the process by which students construct and elaborate explanations of scientific phenomena using visual representations. The model describes progress in the underlying conceptual processes in students' explanations as a reorganization of fine-grained knowledge elements based on the Knowledge in Pieces…
Descriptors: Concept Formation, Astronomy, Intuition, Grade 5
Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara – Cognition and Instruction, 2011
This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based…
Descriptors: Classroom Environment, School Culture, Inquiry, Science Instruction