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Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom.
Peer reviewed Peer reviewed
Engle, Randi A.; Conant, Faith R. – Cognition and Instruction, 2002
Proposes that fifth-graders' emergent and sustained controversy in a unit on endangered species from a "Fostering Communities of Learners" classroom exemplifies productive disciplinary engagement. Shows how engagement was supported by the students' and teacher's treatment, by students having authority to resolve the issue while being…
Descriptors: Classroom Environment, Classroom Techniques, Educational Practices, Elementary Education
Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students.
Peer reviewed 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
Inquiry as a Pivotal Element of Knowledge Acquisition within the Vygotskian Paradigm: Building a Science Curriculum for the Elementary School.
Peer reviewed 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