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Showing 1 to 15 of 25 results Save | Export
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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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Mateos, Mar; Martín, Elena; Cuevas, Isabel; Villalón, Ruth; Martínez, Isabel; González-Lamas, Jara – Cognition and Instruction, 2018
The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only…
Descriptors: Writing Improvement, Persuasive Discourse, Synthesis, Information Sources
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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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Balloo, Kieran; Pauli, Regina; Worrell, Marcia – Cognition and Instruction, 2018
A range of conceptions held about research methods learning have previously been identified. This study aimed to examine in-depth shared conceptions among undergraduate psychology students. Utilizing Q methodology, which links both quantitative and qualitative methodologies to uncover the subjective viewpoints that a group of individuals hold…
Descriptors: Undergraduate Students, Psychology, Student Research, Research Methodology
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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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Stieff, Mike; Lira, Matthew E.; Scopelitis, Stephanie A. – Cognition and Instruction, 2016
The present article describes two studies that examine the impact of teaching students to use gesture to support spatial thinking in the Science, Technology, Engineering, and Mathematics (STEM) discipline of chemistry. In Study 1 we compared the effectiveness of instruction that involved either watching gesture, reproducing gesture, or reading…
Descriptors: Undergraduate Students, Organic Chemistry, STEM Education, Research Universities
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Roelle, Julian; Berthold, Kirsten – Cognition and Instruction, 2015
In an experiment, prior to processing instructional explanations N = 75 students received either (a) contrasting cases plus comparison prompts, (b) contrasting cases plus provided comparisons (i.e., model answers to the comparison prompts), or (c) no preparation intervention. We found that the learners with preparation intervention learned more…
Descriptors: Undergraduate Students, Comparative Analysis, Foreign Countries, Cues
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Braithwaite, David W.; Goldstone, Robert L. – Cognition and Instruction, 2015
Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially…
Descriptors: Concept Formation, Prior Learning, Problem Solving, Mathematical Concepts
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Zacharia, Zacharias C.; de Jong, Ton – Cognition and Instruction, 2014
This study investigates whether Virtual Manipulatives (VM) within a Physical Manipulatives (PM)-oriented curriculum affect conceptual understanding of electric circuits and related experimentation processes. A pre-post comparison study randomly assigned 194 undergraduates in an introductory physics course to one of five conditions: three…
Descriptors: Energy, Physics, Interviews, Undergraduate Students
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Stadtler, Marc; Scharrer, Lisa; Brummernhenrich, Benjamin; Bromme, Rainer – Cognition and Instruction, 2013
Past research has shown that readers often fail to notice conflicts in text. In our present study we investigated whether accessing information from multiple documents instead of a single document might alleviate this problem by motivating readers to integrate information. We further tested whether this effect would be moderated by source…
Descriptors: Undergraduate Students, Online Searching, Internet, Information Seeking
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Stromso, Helge I.; Braten, Ivar; Britt, M. Anne; Ferguson, Leila E. – Cognition and Instruction, 2013
This study used think-aloud methodology to explore undergraduates' spontaneous attention to and use of source information while reading six documents that presented conflicting views on a controversial social scientific issue in a Google-like environment. Results showed that students explicitly and implicitly paid attention to sources of documents…
Descriptors: Foreign Countries, Undergraduate Students, Information Sources, Critical Reading
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Warren, James E. – Cognition and Instruction, 2011
In this study, eight English professors thought aloud as they read four lyric poems and composed a short text proposing a hypothetical talk about them for a professional conference. The study used a crossed design in which participants read a poem in each of the following conditions: familiar to them and close to their professional writing,…
Descriptors: Expertise, Poetry, English Instruction, Conferences (Gatherings)
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Johnson, Amy M.; Azevedo, Roger; D'Mello, Sidney K. – Cognition and Instruction, 2011
This study examined the temporal and dynamic nature of students' self-regulatory processes while learning about the circulatory system with hypermedia. A total of 74 undergraduate students were randomly assigned to 1 of 2 conditions: independent learning or externally assisted learning. Participants in the independent learning condition used a…
Descriptors: Feedback (Response), Undergraduate Students, Intervals, Independent Study
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Stieff, Mike; Hegarty, Mary; Deslongchamps, Ghislain – Cognition and Instruction, 2011
Increasingly, multi-representational educational technologies are being deployed in science classrooms to support science learning and the development of representational competence. Several studies have indicated that students experience significant challenges working with these multi-representational displays and prefer to use only one…
Descriptors: Educational Technology, Visual Aids, Science Instruction, Organic Chemistry
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Martin, Lee; Schwartz, Daniel L. – Cognition and Instruction, 2009
An important element of adaptive expertise involves stepping away from a routine to retool one's knowledge or environment. The current study investigated two forms of this adaptive pattern: fault-driven adaptations, which are reactions to a difficulty, and prospective adaptations, which are proactive reformulations. Graduate and undergraduate…
Descriptors: Undergraduate Students, Graduate Students, Adjustment (to Environment), Comparative Analysis
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