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Pino-Pasternak, Deborah; Whitebread, David; Tolmie, Andrew – Cognition and Instruction, 2010
This study explored the extent to which parents were able to scaffold their children's Self-Regulated Learning (SRL) in the context of authentic academic tasks and attempted to identify specific dimensions within the parent-child interaction (socioemotional and instructional) that were related to children's SRL. Fifteen Chilean parents and their…
Descriptors: Reading Comprehension, Metacognition, Parent Child Relationship, Foreign Countries
Van Dooren, Wim; De Bock, Dirk; Verschaffel, Lieven – Cognition and Instruction, 2010
This study builds on two lines of research that have so far developed largely separately: the use of additive methods to solve proportional word problems and the use of proportional methods to solve additive word problems. We investigated the development with age of both kinds of erroneous solution methods. We gave a test containing missing-value…
Descriptors: Numbers, Word Problems (Mathematics), Mathematical Logic, Problem Solving
Pugh, Kevin J.; Linnenbrink-Garcia, Lisa; Koskey, Kristin L. K.; Stewart, Victoria C.; Manzey, Christine – Cognition and Instruction, 2010
The Teaching for Transformative Experiences in Science (TTES) model is designed to foster transformative experiences (e.g., experiences with science content involving the application of that content in ways that expand perception and value in everyday experience). This study presents a case study of a high school biology teacher learning to…
Descriptors: Intervention, Conflict, Biology, Science Instruction
Nicole Shechtman; Jeremy Roschelle; Geneva Haertel; Jennifer Knudsen – Cognition and Instruction, 2010
Using data collected in 125 seventh-grade and 56 eighth-grade Texas classrooms in the context of the "Scaling Up SimCalc" research project in 2005-07, we examined relationships between teachers' mathematics knowledge, teachers' classroom decision making, and student achievement outcomes on topics of rate, proportionality, and linear…
Descriptors: Mathematics Instruction, Mathematics Curriculum, Teacher Characteristics, Decision Making
Nathan, Mitchell J.; Kim, Suyeon – Cognition and Instruction, 2009
Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middle-school mathematics classroom. We examined the elicitations--questions and provocative statements--made by the teacher over a four-day algebra lesson. Analyses showed how the teacher…
Descriptors: Student Attitudes, Student Participation, Middle Schools, Mathematics Instruction
Radinsky, 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
Paris, Alison H.; Paris, Scott G. – Cognition and Instruction, 2007
This study provided 5 weeks of direct strategy instruction about narrative elements and relations in 4 first-grade classrooms (n = 83), all with materials that made minimal decoding demands on children's reading. Two comparison classrooms (n = 40) received comparable instruction on language development and poetry. A battery of assessments given at…
Descriptors: Reading Comprehension, Listening Comprehension, Primary Education, Statistical Analysis
diSessa, Andrea – Cognition and Instruction, 2007
Clinical interviewing is viewed here as a social interactional pattern in order to examine the nature and limits of the technique as a means of scientific data acquisition. I defend the technique against criticisms that it is ecologically suspect and prone to systematic biases, mainly due to influence of the interviewer on the interviewee or to…
Descriptors: Interaction, Ethics, Interviews, Data Collection
Ellis, Amy B. – Cognition and Instruction, 2007
This paper reports the mathematical generalizations of two groups of algebra students, one which focused primarily on quantitative relationships, and one which focused primarily on number patterns disconnected from quantities. Results indicate that instruction encouraging a focus on number patterns supported generalizations about patterns,…
Descriptors: Algebra, Teaching Methods, Mathematics Instruction, Mathematical Concepts
Reed, Stephen K. – Cognition and Instruction, 2006
Previous research has shown that students construct equations for word problems in which many of the terms have no referents. Experiment 1 attempted to eliminate some of these errors by providing instruction on canceling units. The failure of this method was attributed to the cognitive overload (Sweller, 2003) imposed by adding units to the…
Descriptors: Equations (Mathematics), Word Problems (Mathematics), Control Groups, Mathematics Instruction
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
Sandoval, William A.; Millwood, Kelli A. – Cognition and Instruction, 2005
Drawing on sociological and philosophical studies of science, science educators have begun to view argumentation as a central scientific practice that students should learn. In this article, we extend recent work to understand the structure of students' arguments to include judgments about their quality through content analyses of high school…
Descriptors: Persuasive Discourse, Educational Change, Scientific Research, Writing (Composition)
Van Dooren, Wim; De Bock, Dirk; Hessels, An; Janssens, Dirk; Verschaffel, Lieven – Cognition and Instruction, 2005
Previous research (e.g., De Bock, 2002) has shown that--due to the extensive attention paid to proportional reasoning in elementary and secondary mathematics education--many students tend to overrely on proportional methods in diverse domains of mathematics (e.g., geometry, probability). We investigated the development of misapplication of…
Descriptors: Age Differences, Mathematics Education, Arithmetic, Mathematical Concepts
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
Pozo, Juan Ignacio; Gomez Crespo, Miguel Angel – Cognition and Instruction, 2005
Recent research has revealed the existence of intuitive representations strongly rooted in diverse knowledge domains and the difficulties of modifying those representations through instruction by means of conceptual change processes (Carey, 1995; Gopnik & Meltzoff, 1997; Vosniadou, 1994). According to some interpretations, these representations…
Descriptors: Chemistry, Scientific Concepts, Science Instruction, Concept Formation