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Showing 1 to 15 of 47 results Save | Export
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Steier, Rolf; Kersting, Magdalena – Cognition and Instruction, 2019
Though we live in a 4-dimensional universe, our minds and bodies are not particularly good at perceiving and depicting 4 dimensions. This study contributes to our understanding of collaboration with abstract concepts by examining particular activities where bodily and experiential understandings may conflict with the conceptual domain.…
Descriptors: Metacognition, Imagination, Secondary School Science, Secondary School Students
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Vitale, Jonathan M.; Applebaum, Lauren; Linn, Marcia C. – Cognition and Instruction, 2019
Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and…
Descriptors: Graphs, Scientific Concepts, Concept Formation, Grade 8
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Radoff, Jennifer; Jaber, Lama Ziad; Hammer, David – Cognition and Instruction, 2019
We study the case of Marya, a freshman engineering major who showed and spoke of a drastic shift in her feelings and approach to learning physics during an introductory course. For the first several weeks, she was anxiously manipulating equations without considering physical meaning, and she was terribly worried about being correct. By the end of…
Descriptors: College Freshmen, Engineering Education, Physics, Science Instruction
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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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Davis, Natalie R.; Schaeffer, Janelle – Cognition and Instruction, 2019
The study of water as a K-12 science idea often divorces its properties from its deeply politicized history as a resource that has been limited, compromised, and intentionally withheld from nondominant communities. Although a robust body of scholarship has aptly critiqued decontextualized and depoliticized pedagogies and called for critical…
Descriptors: Water Pollution, Elementary School Science, Science Instruction, Political Issues
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Larrain, Antonia; Freire, Paulina; López, Patricia; Grau, Valeska – Cognition and Instruction, 2019
Peer argumentation, especially the discussion of contrary points of view, has experimentally been found to be effective in promoting science content knowledge, but how this occurs is still unknown. The available explanations are insufficient because they do not account for the evidence showing that gains in content knowledge are unrelated to group…
Descriptors: Persuasive Discourse, Peer Influence, Middle School Students, Science Instruction
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Rau, Martina A.; Wu, Sally P. W. – Cognition and Instruction, 2018
Connection-making among multiple representations is a crucial but difficult competence in STEM learning. Prior research has focused on one type of learning process involved in connection-making: sense-making processes leading to conceptual understanding of connections. Yet, other research suggests that a second type of learning process is…
Descriptors: STEM Education, Teaching Methods, Visual Perception, Control Groups
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Luna, Melissa J. – Cognition and Instruction, 2018
Efforts toward improving K-12 science education emphasize teachers noticing students' thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students' ideas, as well as making sense of and responding to those ideas so that the disciplinary…
Descriptors: Science Teachers, Elementary School Science, Elementary School Teachers, Science Instruction
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Conlin, Luke D.; Scherr, Rachel E. – Cognition and Instruction, 2018
Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. This tension poses affective risks that can discourage further discussion, such as the embarrassment of having an idea rejected. In this article, we analyze the discourse of three groups of undergraduate physics…
Descriptors: Physics, Science Instruction, Small Group Instruction, Inquiry
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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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Larkin, Douglas B.; Maloney, Tanya; Perry-Ryder, Gail M. – Cognition and Instruction, 2016
This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants' conceptual…
Descriptors: Race, Teaching Methods, Attitude Change, Racial Bias
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Stroupe, David – Cognition and Instruction, 2016
I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…
Descriptors: Beginning Teachers, Teaching Methods, Teacher Effectiveness, Teacher Education
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Chen, Ying-Chih; Park, Soonhye; Hand, Brian – Cognition and Instruction, 2016
This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: "Talk only," "writing only," "use of talk and writing in sequence," and "use of talk and writing simultaneously." This study aimed to examine how each…
Descriptors: Science Instruction, Discussion (Teaching Technique), Writing (Composition), Teaching Methods
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Manz, Eve – Cognition and Instruction, 2015
This article addresses how we can develop learning environments that establish a need for scientific practices and provide a context for developing content knowledge through practice. It argues that Pickering's (1995) notion of "The Mangle of Practice" informs these efforts by focusing our attention on how resistance, or push-back from…
Descriptors: Science Process Skills, Knowledge Level, Science Instruction, Elementary School Science
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Mantzicopoulos, Panayota; Patrick, Helen; Samarapungavan, Ala – Cognition and Instruction, 2013
We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science…
Descriptors: Science Achievement, Learning Motivation, Kindergarten, Science Instruction
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