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Direct linkRadinsky, Josh – Cognition and Instruction, 2008
Learning science includes learning to argue with "inscriptions": images used to symbolize information persuasively. This study examined sixth-graders learning to invest inscriptions with representational status, in a geographic information system (GIS)-based science investigation. Learning to reason with inscriptions was studied in emergent…
Descriptors: Information Systems, Cognitive Development, Plate Tectonics, Science Instruction
Rittle-Johnson, Bethany; Koedinger, Kenneth R. – Cognition and Instruction, 2005
We present a methodology for designing better learning environments. In Phase 1, 6th-grade students' (n = 223) prior knowledge was assessed using a difficulty factors assessment (DFA). The assessment revealed that scaffolds designed to elicit contextual, conceptual, or procedural knowledge each improved students' ability to add and subtract…
Descriptors: Prior Learning, Intervention, Mathematics Instruction, Problem Solving
Wade-Stein, David; Kintsch, Eileen – Cognition and Instruction, 2004
Summary Street is educational software based on latent semantic analysis (LSA), a computer method for representing the content of texts. The classroom trial described here demonstrates the power of LSA to support an educational goal by providing automatic feedback on the content of students' summaries. Summary Street provides this feedback in an…
Descriptors: Teaching Methods, Computer Software, Writing Skills, Writing Instruction
Cornelius, Lindsay L.; Herrenkohl, Leslie Rupert – Cognition and Instruction, 2004
Changes in participant structures in classroom environments are often examined in terms of their effects on student learning. In this study, we proposed a way of examining participant structures in terms of power. According to Wertsch (1998) "the emergence of new cultural tools transforms power and authority" (p. 65). When researchers or teachers…
Descriptors: Classroom Environment, Power Structure, Teacher Student Relationship, Peer Relationship
