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Nikitina, Svetlana – Cognition and Instruction, 2005
In this article, I propose that at the juncture of disciplines, the mind is involved in at least 3 cognitive activities: overcoming internal monologism or monodisciplinarity, attaining provisional integration, and questioning the integration as necessarily partial. This claim is supported by interview data I collected primarily from faculty…
Descriptors: Cognitive Processes, Interdisciplinary Approach, College Faculty, Curriculum Development
Peer reviewed
White, Barbara Y.; Frederiksen, John R. – Cognition and Instruction, 1998
Evaluated the "ThinkerTools Inquiry Curriculum," a computer-enhanced, middle school science curriculum, to determine the impact of including the Reflective Assessment Process. Found that students' performance improved significantly on both physics and inquiry assessments. Controlled comparison revealed that students' learning was greatly…
Descriptors: Academic Achievement, Curriculum Development, Curriculum Evaluation, Disadvantaged Youth
Peer reviewed
Zuckerman, Galina A.; Chudinova, Elena V.; Khavkin, Emil E. – Cognition and Instruction, 1998
Describes science curriculum for elementary children which incorporated Vygotskian approach to development of students' ability to engage in persistent, systematic inquiry. Discusses three factors: (1) instruction began by introducing ideas that are central and general to the discipline; (2) students invented and adapted cultural tools for…
Descriptors: Cooperative Learning, Curriculum Design, Curriculum Development, Educational Philosophy