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Showing 1 to 15 of 23 results Save | Export
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Thadani, Vandana; Roth, Kathleen J.; Garnier, Helen E.; Seyarto, Melanie C.; Thompson, Jennifer L.; Froidevaux, Nicole M. – Journal of the Learning Sciences, 2018
We investigated what a cognitive framework for measuring classroom teaching could reveal about (a) the impact of a professional development (PD) program on teaching practices and (b) the relationship between teaching practices and student science learning. To conduct this study, we leveraged a collaboration between two entirely independent…
Descriptors: Models, Faculty Development, Teaching Methods, Classroom Techniques
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O'Neill, D. Kevin – Journal of the Learning Sciences, 2016
Research in the learning sciences is often motivated by the goal of shaping a better future through design. Architects and urban planners share this goal, and the history of their more ambitious designs provides clear examples of how attempts to build the future can turn out. After discussing similarities and differences between design in the…
Descriptors: Fantasy, Architecture, Urban Planning, Futures (of Society)
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Jornet, Alfredo; Roth, Wolff-Michael; Krange, Ingeborg – Journal of the Learning Sciences, 2016
In this article we present an analytical framework for approaching transfer episodes--episodes in which participants declare or can be declared to bring prior experience to bear on the current task organization. We build on Dewey's writings about the continuity of experience, Vygotsky's ideas of unit analysis, as well as more recent developments…
Descriptors: Transfer of Training, Models, Experience, Theories
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Engle, Randi A.; Langer-Osuna, Jennifer M.; McKinney de Royston, Maxine – Journal of the Learning Sciences, 2014
It is commonly observed that during classroom or group discussions some students have greater influence than may be justified by the normative quality of those students' contributions. We propose a 5-component theoretical framework in order to explain how undue influence unfolds. We build on literatures on persuasion, argumentation, discourse, and…
Descriptors: Persuasive Discourse, Influences, Models, Group Discussion
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Sherin, Bruce – Journal of the Learning Sciences, 2013
A large body of research in the learning sciences has focused on students' commonsense science knowledge--the everyday knowledge of the natural world that is gained outside of formal instruction. Although researchers studying commonsense science have employed a variety of methods, 1-on-1 clinical interviews have played a unique role. The data…
Descriptors: Informal Education, Computational Linguistics, Transcripts (Written Records), Interviews
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Shea, Nicole A.; Duncan, Ravit Golan – Journal of the Learning Sciences, 2013
Learning progressions (LPs) are theoretical models of how learners develop expertise in a domain over extended periods of time. Recent policy reports have touted LPs as a promising approach to aligning standards, curriculum, and assessment. However, the scholarship on LPs is relatively sparse, and the jury is still out on the theoretical and…
Descriptors: Academic Standards, Genetics, Heuristics, Models
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Bielaczyc, Katerine – Journal of the Learning Sciences, 2013
The design research methodology as it has currently developed centers on the creation of "existence proofs," an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to…
Descriptors: Educational Environment, Research Methodology, Research Design, Elementary Secondary Education
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Baker, Ryan S.; Hershkovitz, Arnon; Rossi, Lisa M.; Goldstein, Adam B.; Gowda, Sujith M. – Journal of the Learning Sciences, 2013
We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker,…
Descriptors: Learning Processes, Intelligent Tutoring Systems, Probability, Skill Development
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Gobert, Janice D.; Sao Pedro, Michael; Raziuddin, Juelaila; Baker, Ryan S. – Journal of the Learning Sciences, 2013
We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use…
Descriptors: Intelligent Tutoring Systems, Science Education, Inquiry, Science Process Skills
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Gupta, Ayush; Hammer, David; Redish, Edward F. – Journal of the Learning Sciences, 2010
In a series of well-known papers, Chi and Slotta (M. T. H. Chi, 1992, 2005; M. T. H. Chi & J. D. Slotta, 1993; M. T. H. Chi, J. D. Slotta, & N. de Leeuw, 1994; J. Slotta & M. T. H. Chi, 2006; J. D. Slotta, M. T. H. Chi, & E. Joram, 1995) have contended that a reason for students' difficulties in learning physics is that students…
Descriptors: Physics, Scientific Concepts, Models, Expertise
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Chin, Christine; Osborne, Jonathan – Journal of the Learning Sciences, 2010
This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12-14 years, from two countries, first wrote questions about the phenomenon. Then, working…
Descriptors: Persuasive Discourse, Questioning Techniques, Classroom Communication, Case Studies
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McNeill, Katherine L.; Krajcik, Joseph – Journal of the Learning Sciences, 2009
We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints…
Descriptors: Chemistry, Teaching Methods, Scaffolding (Teaching Technique), Writing Instruction
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Goldstone, Robert L.; Wilensky, Uri – Journal of the Learning Sciences, 2008
Understanding scientific phenomena in terms of complex systems principles is both scientifically and pedagogically important. Situations from different disciplines of science are often governed by the same principle, and so promoting knowledge transfer across disciplines makes valuable cross-fertilization and scientific unification possible.…
Descriptors: Educational Technology, Knowledge Level, Communication (Thought Transfer), Transfer of Training
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Parnafes, Orit – Journal of the Learning Sciences, 2007
This article concerns the development of conceptual understanding of a physical phenomenon through the use of computational representations. It examines how students make sense of and interpret computational representations, and how their understanding of the represented physical phenomenon develops in this process. Eight studies were conducted,…
Descriptors: Physics, Concept Formation, Science Education, Science Instruction
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Rosenberg, Seth; Hammer, David; Phelan, Jessica – Journal of the Learning Sciences, 2006
Research on personal epistemologies (Hofer & Pintrich, 2002) has mostly conceptualized them as stable beliefs or stages of development. On these views, researchers characterize individual students' epistemologies with single, coherent descriptions. Evidence of variability in student epistemologies, however, suggests the need for more complex…
Descriptors: Grade 8, Epistemology, Classroom Communication, Geology
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