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Kapur, Manu – Journal of the Learning Sciences, 2014
A total of 136 eighth-grade math students from 2 Singapore schools learned from either productive failure (PF) or vicarious failure (VF). PF students "generated" solutions to a complex problem targeting the concept of variance that they had not learned yet before receiving instruction on the targeted concept. VF students…
Descriptors: Foreign Countries, Grade 8, Mathematics Instruction, Failure
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Roth, Wolff-Michael – Journal of the Learning Sciences, 2014
In this study, I provide a microgenetic-historical account of learning in an informal setting: the conceptual change that occurred while a university-based scientific research laboratory investigated the absorption of light in rod-based photoreceptors of coho salmon, which the "dogma" had suggested to be related to the migration between…
Descriptors: Informal Education, Concept Formation, Science Laboratories, Ethnography
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Jeppsson, Fredrik; Haglund, Jesper; Amin, Tamer G.; Stromdahl, Helge – Journal of the Learning Sciences, 2013
A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many "conceptual metaphors" (CMs), metaphorical mappings between abstract concepts and experiential source domains,…
Descriptors: Abstract Reasoning, Chemistry, Figurative Language, Cognitive Processes
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Berti, Anna Emilia; Toneatti, Laura; Rosati, Veronica – Journal of the Learning Sciences, 2010
Investigations of people's understanding of the evolution of species have focused mainly on secondary school and university students. Very few investigations have taken into consideration younger students, and none have related children's ideas about the origin of species to formal instruction on this topic. To help fill this gap, the present…
Descriptors: Evolution, Elementary School Students, Grade 3, Grade 2
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Taber, Keith S.; Garcia-Franco, Alejandra – Journal of the Learning Sciences, 2010
This article explores 11- to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness. We report 5 themes in student…
Descriptors: Physics, Chemistry, Learning Processes, Intuition