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Ash, Andrea Malek; Hand, Brian – Learning: Research and Practice, 2022
The centrality of knowledge construction to student learning is well-recognised in education. In this study, we explore what it means to go beyond knowledge construction to knowledge evaluation, and how knowledge evaluation combined with direct disciplinary access improves opportunities for meaningful learning. We first review literature to…
Descriptors: Learning, Intellectual Disciplines, Evaluation, Scientific Concepts
Soysal, Yilmaz – Learning: Research and Practice, 2020
This study presents an in-depth exploration of the types of discursive functions of teacher questioning and the potential cognitive correspondences embedded in the questioning. The participants were a science teacher and his class of 26 sixth-grade students who were engaged in an immersion science inquiry activity. The major data source was a…
Descriptors: Classroom Communication, Cognitive Processes, Difficulty Level, Questioning Techniques
Ioannou, Kalia; Iordanou, Kalypso – Learning: Research and Practice, 2020
The present study explores possible relations between students' epistemic perspective, learning strategies and text comprehension. In Study 1, 79 sixth graders completed paper-and-pencil instruments to measure their epistemic perspective and learning strategies. Students' epistemic perspective was assessed using a scenario-based instrument, the…
Descriptors: Elementary School Students, Epistemology, Student Attitudes, Learning Strategies
Tytler, Russell; Ferguson, Joseph; White, Peta – Learning: Research and Practice, 2020
Increasingly, learning in science and mathematics is considered in terms of induction into the multimodal language practices of the disciplinary community. A strong strand of research in this tradition has involved students being challenged to invent multimodal language forms, and their ideas refined through structured guidance. Often, however,…
Descriptors: Science Instruction, Mathematics Instruction, Inquiry, Teaching Methods