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Chin, Doris B.; Blair, Kristen P.; Wolf, Rachel C.; Conlin, Luke D.; Cutumisu, Maria; Pfaffman, Jay; Schwartz, Daniel L. – Journal of the Learning Sciences, 2019
Educators aim to equip students with learning strategies they can apply when approaching new problems on their own. Teaching design-thinking strategies may support this goal. A first test would show that the strategies are good for learning and that students spontaneously transfer them beyond classroom instruction. To examine this, we introduce…
Descriptors: Problem Solving, Learning Strategies, Teaching Methods, Design
Margulieux, Lauren E.; Catrambone, Richard – Journal of the Learning Sciences, 2019
Subgoal learning, a technique used to break down problem solving into manageable pieces, has been used to promote retention and transfer in procedural domains, such as programming. The primary method of learning subgoals has been passive, and passive learning methods are typically less effective than constructive methods. To promote constructive…
Descriptors: Problem Solving, Learning Strategies, Logical Thinking, Guidance
Ghousseini, Hala; Beasley, Heather; Lord, Sarah – Journal of the Learning Sciences, 2015
Recently, attention has focused on identifying core instructional practices that could leverage novice teachers' development of professional knowledge and skill. To help novices learn to implement these practices, there is also increasing interest in developing enactment tools that could translate abstract conceptual tasks into more concrete…
Descriptors: Beginning Teachers, Communities of Practice, Teacher Collaboration, Teaching Methods
Jordan, Michelle E.; McDaniel, Reuben R., Jr. – Journal of the Learning Sciences, 2014
This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals' attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and…
Descriptors: Robotics, Peer Influence, Cooperative Learning, Problem Solving
Jeppsson, Fredrik; Haglund, Jesper; Amin, Tamer G.; Stromdahl, Helge – Journal of the Learning Sciences, 2013
A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many "conceptual metaphors" (CMs), metaphorical mappings between abstract concepts and experiential source domains,…
Descriptors: Abstract Reasoning, Chemistry, Figurative Language, Cognitive Processes
Reed, Stephen K. – Journal of the Learning Sciences, 2012
Many types of learning require the mapping of information across situations. The proposed organizational framework extends the cognitive study of mappings across problems to include mappings across representations, solutions, and sociocultural contexts. I apply one-to-one, one-to-many, and partial mappings to analyze representative cases that…
Descriptors: Concept Formation, Cognitive Processes, Logical Thinking, Information Transfer
Thadani, Vandana; Stevens, Ronald H.; Tao, Annie – Journal of the Learning Sciences, 2009
There is a growing national recognition that teachers and teaching are at the heart of successful educational reform. However, few tools exist for measuring classroom instruction. The primary purpose of this article is to describe methods we developed to measure and study teaching, specifically while teachers were using a multimedia intervention…
Descriptors: Outcomes of Education, Educational Change, Science Instruction, Teaching Methods
Izsak, Andrew; Caglayan, Gunhan; Olive, John – Journal of the Learning Sciences, 2009
We describe how 1 Algebra I teacher and her 8th-grade students used meta-representational knowledge when generating and evaluating equations to solve word problems. Analyzing data from a sequence of 4 lessons, we found that the teacher and her students used criteria for evaluating equations, in addition to other types of knowledge (e.g., different…
Descriptors: Word Problems (Mathematics), Equations (Mathematics), Algebra, Mathematics Instruction
Moschkovich, Judit N. – Journal of the Learning Sciences, 2008
This article examines a classroom discussion of multiple interpretations of the scales on two distance versus time graphs. The analysis describes how two students and a teacher used multiple meanings for phrases of the form "I went by" and coordinated these meanings with different views of the scales. Students' ambiguous and shifting meanings did…
Descriptors: Mathematics Education, Discussion (Teaching Technique), Mathematical Concepts, Concept Formation
Rummel, Nikol; Spada, Hans – Journal of the Learning Sciences, 2005
Effective collaboration in computer-mediated settings among spatially distributed people is a precondition for success in many new learning and working contexts but it is hard to achieve. We have developed two instructional approaches to improve collaboration in such settings by promoting people's capabilities to collaborate in a fruitful way and…
Descriptors: Cooperation, Problem Solving, Computer Mediated Communication, Teaching Methods
Peer reviewed
Smith, Carol; Unger, Chris – Journal of the Learning Sciences, 1997
Explores student ability to differentiate and make mappings between quantities in different domains before and after a relevant curricular experience. Contends that conceptual bootstrapping involves a multistepped mapping process that is facilitated through classroom dialog, problem solving, and instruction. (Author/DKM)
Descriptors: Cognitive Mapping, Cognitive Processes, Concept Formation, Elementary Secondary Education