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Direct linkChristina Krist – Cognition and Instruction, 2024
Analyses highlighting the epistemic dimension of students' participation in science have dominated science education literature for the past several years. While most of this literature has focused on how students learn together, the relational nature of these knowledge-building interactions has been under-examined. In response, this paper…
Descriptors: Science Education, Secondary School Students, Grade 8, Student Participation
White, Tobin – Cognition and Instruction, 2019
This article analyzes an episode of classroom mathematics activity mediated by graphing technology from 3 different theoretical perspectives. An important line of research in the learning sciences focuses on graphs as "inscriptions", foregrounding learners' interactions with and around the material properties of graphical displays.…
Descriptors: Mathematics Education, Educational Technology, Technology Uses in Education, Teaching Methods
Stylianides, Gabriel J.; Stylianides, Andreas J. – Cognition and Instruction, 2014
Ambitious teaching is a form of teaching that requires a high level of teacher responsiveness to what students do as they actively engage with the subject matter. Thus, a teacher enacting ambitious teaching is often confronted with uncertainties about how to advance students' learning while also building on students' contributions. In…
Descriptors: Teaching Methods, Learner Engagement, Student Needs, Relevance (Education)
Harris, Lauren McArthur – Cognition and Instruction, 2012
This article explores articles from the "Journal of World History", from 1990 to 2008, to uncover conceptual devices world historians use in their work. The goal is to identify promising devices for improving world history instruction. While teaching world history is viewed as increasingly important, lack of clarity regarding course structures and…
Descriptors: World History, Historians, Expertise, Concept Formation
Nolen, Susan Bobbitt; Horn, Ilana S.; Ward, Christopher J.; Childers, Sarah A. – Cognition and Instruction, 2011
We present a longitudinal study of novice teachers' appropriation, negotiation, and recontextualization of assessment tools and practices. During the four years of the study, we observed and interviewed beginning mathematics and social studies teachers, along with their colleagues, mentors, and supervisors, from their time in a graduate secondary…
Descriptors: Beginning Teachers, Secondary School Teachers, Preservice Teacher Education, Learning
Clark, Douglas B. – Cognition and Instruction, 2006
This research analyzes students' conceptual change across a semester in an 8th-grade thermodynamics curriculum. Fifty students were interviewed 5 times during their 8th-grade semester and then again preceding their 10th- and 12th-grade years to follow their subsequent progress. The interview questions probed students' understanding of…
Descriptors: Thermodynamics, Comprehension, Concept Formation, Interviews
