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Abrahamson, Dor – Cognition and Instruction, 2009
This article reports on a case study from a design-based research project that investigated how students make sense of the disciplinary tools they are taught to use, and specifically, what personal, interpersonal, and material resources support this process. The probability topic of binomial distribution was selected due to robust documentation of…
Descriptors: Intuition, Grade 4, Probability, Thinking Skills
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Gijlers, Hannie; de Jong, Ton – Cognition and Instruction, 2009
This study investigates how collaborative knowledge construction within an inquiry learning environment can be assisted with scaffolds that aim to support students' hypothesis generation process. Sixty-six students on a university preparatory track worked collaboratively on a kinematics task. The instructional goal was to develop students'…
Descriptors: Opinions, Prior Learning, Cooperative Learning, Interaction
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Inglis, Matthew; Mejia-Ramos, Juan Pablo – Cognition and Instruction, 2009
Three experiments are reported that investigate the extent to which an authority figure influences the level of persuasion undergraduate students and research-active mathematicians invest in mathematical arguments. We demonstrate that, in some situations, both students and researchers rate arguments as being more persuasive when they are…
Descriptors: Undergraduate Students, Persuasive Discourse, Mathematics, Professional Personnel
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Scherr, Rachel E.; Hammer, David – Cognition and Instruction, 2009
The concept of framing from anthropology and sociolinguistics is useful for understanding student reasoning. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's framing affects what she notices, what knowledge she accesses, and how she thinks to act. We…
Descriptors: Student Behavior, Sociolinguistics, Learning Activities, Anthropology
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Son, Ji Y.; Goldstone, Robert L. – Cognition and Instruction, 2009
Instruction abstracted from specific and concrete examples is frequently criticized for ignoring the context-dependent and perspectival nature of learning (e.g., Bruner, 1962, 1966; Greeno, 1997). Yet, in the effort to create personally interesting learning contexts, cognitive consequences have often been ignored. To examine what kinds of…
Descriptors: Context Effect, Perspective Taking, Form Classes (Languages), Grammar
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Hurley, Eric A.; Allen, Brenda A.; Boykin, A. Wade – Cognition and Instruction, 2009
This study tests the hypothesis that cultural differences in group orientation predict an interaction between the student variable--ethnicity--and a learning context variable--reward structure--on math performance after group learning. One hundred and thirty-two African-American and European-American female and male fourth and fifth grade students…
Descriptors: Ethnicity, Mathematics Achievement, Program Effectiveness, Interaction
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Nathan, Mitchell J.; Kim, Suyeon – Cognition and Instruction, 2009
Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middle-school mathematics classroom. We examined the elicitations--questions and provocative statements--made by the teacher over a four-day algebra lesson. Analyses showed how the teacher…
Descriptors: Student Attitudes, Student Participation, Middle Schools, Mathematics Instruction
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Mantzicopoulos, Panayota; Samarapungavan, Ala; Patrick, Helen – Cognition and Instruction, 2009
We examine kindergarten children's emerging social meanings about science as a function of their participation in integrated science inquiry and literacy activities associated with the Scientific Literacy Project (SLP). We describe changes in 123 SLP kindergarten children's narrative accounts of learning science in school during three different…
Descriptors: Scientific Literacy, Young Children, Kindergarten, Science Programs
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Radinsky, Josh – Cognition and Instruction, 2008
Learning science includes learning to argue with "inscriptions": images used to symbolize information persuasively. This study examined sixth-graders learning to invest inscriptions with representational status, in a geographic information system (GIS)-based science investigation. Learning to reason with inscriptions was studied in emergent…
Descriptors: Information Systems, Cognitive Development, Plate Tectonics, Science Instruction
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Windschitl, Mark; Thompson, Jessica; Braaten, Melissa – Cognition and Instruction, 2008
To test whether epistemically unproblematic ways of thinking and talking about science could be transformed during preservice teacher training, we designed a system of learning activities based on a set of "heuristics for progressive disciplinary discourse" (HPDD). The HPDD outline six design principles of learning environments where the aim is to…
Descriptors: Preservice Teachers, Practicums, Science Teachers, Teaching Methods
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diSessa, Andrea A. – Cognition and Instruction, 2008
There are many meanings of "scientific reasoning" or "scientific inquiry" in use, and many corresponding orientations toward its enhancement and tracking. Deciding what these terms mean once and for all is an elusive and likely chimerical goal. However, setting down some core models might help in being clear on where different researchers stand…
Descriptors: Scientific Methodology, Inquiry, Definitions, Pragmatics
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Hill, Heather C.; Blunk, Merrie L.; Charalambous, Charalambos Y.; Lewis, Jennifer M.; Phelps, Geoffrey C.; Sleep, Laurie; Ball, Deborah Loewenberg – Cognition and Instruction, 2008
This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Pedagogical Content Knowledge, Teacher Competencies
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Kuhn, Deanna; Pease, Maria – Cognition and Instruction, 2008
To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying…
Descriptors: Inquiry, Longitudinal Studies, Independent Study, Active Learning
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Hmelo-Silver, Cindy E.; Barrows, Howard S. – Cognition and Instruction, 2008
This article describes a detailed analysis of knowledge building in a problem-based learning group. Knowledge building involves increasing the collective knowledge of a group through social discourse. For knowledge building to occur in the classroom, the teacher needs to create opportunities for constructive discourse in order to support student…
Descriptors: Medical Students, Problem Based Learning, Inquiry, Group Behavior
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Levy, Sharona T.; Wilensky, Uri – Cognition and Instruction, 2008
There has been a body of emerging research describing students' understanding of complex systems. This research has primarily studied students understanding of complex phenomena in science. However, complex phenomena are also pervasive in everyday life. Children observe and participate in them daily. How do they reason about such ordinary complex…
Descriptors: Social Systems, Student Attitudes, Grade 6, Intervention
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