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Showing 1 to 15 of 35 results Save | Export
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White, Tobin – Cognition and Instruction, 2019
This article analyzes an episode of classroom mathematics activity mediated by graphing technology from 3 different theoretical perspectives. An important line of research in the learning sciences focuses on graphs as "inscriptions", foregrounding learners' interactions with and around the material properties of graphical displays.…
Descriptors: Mathematics Education, Educational Technology, Technology Uses in Education, Teaching Methods
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Smith, Mark; Breakstone, Joel; Wineburg, Sam – Cognition and Instruction, 2019
This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school…
Descriptors: History, History Instruction, Thinking Skills, Multiple Choice Tests
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Santiago, Maribel – Cognition and Instruction, 2019
This article explores how a curricular intervention that merges antiessentialist historical content and historical inquiry plays a role in how students complicate the narrative of racial progress. The 3-day curricular intervention centers on "Mendez v. Westminster," a case about 1940s Mexican American school segregation. The content and…
Descriptors: History Instruction, Inquiry, Racial Bias, Curriculum
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Alonzo, Alicia C.; Elby, Andrew – Cognition and Instruction, 2019
As scientific models of student thinking, learning progressions (LPs) have been evaluated in terms of one important, but limited, criterion: fit to empirical data. We argue that LPs are not empirically adequate, largely because they rely on problematic assumptions of theory-like coherence in students' thinking. Through an empirical investigation…
Descriptors: Science Teachers, Physics, Models, Learning Processes
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Herrenkohl, Leslie Rupert; Lee, Jiyoung; Kong, Fan; Nakamura, Susie; Imani, Kimia; Nasu, Kari; Hartman, Ansel; Pennant, Benjamin; Tran, Elisa; Wang, Everet; Eslami, Noushyar Panahpour; Whittlesey, Daniel; Whittlesey, David; Huynh, Tri Minh; Jung, Allen; Batalon, Chris; Bell, Adam; Headrick Taylor, Katie – Cognition and Instruction, 2019
Previous research demonstrates that social and interpersonal factors, more than academic preparation, affect decisions by under-represented students to stay in or to leave STEM fields. Yet, much of the theorizing about STEM learning in higher education begins with conceptual and epistemological dimensions. We make the case for a new theoretical…
Descriptors: STEM Education, Undergraduate Students, Minority Group Students, Mentors
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Buenrostro, Patricia M.; Radinsky, Josh – Cognition and Instruction, 2019
Critical math and science educators have argued for pedagogies that focus on equity, social justice, and the identities of learners. To inform debates about the purposes and values of math and science pedagogy, we need to better understand how different kinds of curriculum and instruction are taken up by learners over time. This study examines the…
Descriptors: Teaching Methods, Mathematics Instruction, Social Justice, Equal Education
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Reisman, Abby; Brimsek, Emily; Hollywood, Claire – Cognition and Instruction, 2019
A troubling gap exists between the current state of history assessment and the knowledge and skills deemed essential for students to thrive in the 21st century. We propose a new assessment of historical thinking that represents a promising alignment with extant cognitive research, as well as with the practices that undergird the discipline. In…
Descriptors: History Instruction, Persuasive Discourse, Test Construction, Scoring Rubrics
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Ma, Jasmine Y. – Cognition and Instruction, 2017
This study interrogates the contributions of multi-party, whole-body interactions to students' collaboration and negotiation of mathematics ideas in a task setting called walking scale geometry, where bodies in interaction became complex resources for students' emerging goals in problem solving. Whole bodies took up overlapping roles representing…
Descriptors: Human Body, Interaction, Cooperative Learning, Mathematics Instruction
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Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A. – Cognition and Instruction, 2017
This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices…
Descriptors: High School Students, Student Attitudes, Personal Autonomy, Science Instruction
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Vakil, Sepehr; McKinney de Royston, Maxine; Suad Nasir, Na'ilah; Kirshner, Ben – Cognition and Instruction, 2016
Participatory design-based research continues to expand and challenge the "researcher" and "researched" paradigm by incorporating teachers, administrators, community members, and youth throughout the research process. Yet, greater clarity is needed about the racial and political dimensions of these collaborative research…
Descriptors: Race, Power Structure, Participatory Research, Trust (Psychology)
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Rubel, Laurie H.; Lim, Vivian Y.; Hall-Wieckert, Maren; Sullivan, Mathew – Cognition and Instruction, 2016
This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. "Local Lotto," a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings…
Descriptors: Mathematics, Social Justice, Geographic Information Systems, Mathematics Instruction
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Philip, Thomas M.; Olivares-Pasillas, Maria C.; Rocha, Janet – Cognition and Instruction, 2016
Data visualizations are now commonplace in the public media. The ability to interpret and create such visualizations, as a form of data literacy, is increasingly important for democratic participation. Yet, the cross-disciplinary knowledge and skills needed to produce and use data visualizations and to develop data literacy are not fluidly…
Descriptors: Race, Cultural Literacy, Data, Visualization
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González, Gloriana; DeJarnette, Anna F. – Cognition and Instruction, 2015
Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…
Descriptors: Teaching Methods, Groups, Scaffolding (Teaching Technique), Geometry
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Kolikant, Yifat Ben-David; Pollack, Sarah – Cognition and Instruction, 2015
Successful collaborative learning is often conceptualized in terms of convergence, a process through which participants' shared understanding increases. This conceptualization does not capture certain successful collaborative learning processes, especially in the humanities, where multiple perspectives are often celebrated. Such is the context of…
Descriptors: Persuasive Discourse, Cooperative Learning, Conflict, High School Students
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Freedman, Eric B. – Cognition and Instruction, 2015
Scholars often define historical reasoning as constructing defensible interpretations of past events. Drawing on critical theory, this article suggests that it also entails consciously framing one's topic of inquiry. The article examines an instructional unit that aimed to foster this expanded view of historiography. Forty students, ages 14-15,…
Descriptors: Critical Theory, Critical Thinking, Teaching Methods, War
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