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Showing 106 to 120 of 317 results Save | Export
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Murata, Aki – Journal of the Learning Sciences, 2013
This article presents an instructional model (inclusively responsive instruction) that takes advantage of student diversity in order to differentiate student learning while maintaining high expectations. In the history of U.S. education, diversity and academic rigor were often considered at odds, and educators tried to emphasize one at the expense…
Descriptors: Teaching Methods, Instructional Improvement, Mathematics Education, Student Diversity
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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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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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Abrahamson, Dor – Journal of the Learning Sciences, 2012
Some intensive quantities, such as slope, velocity, or likelihood, are perceptually privileged in the sense that they are experienced as holistic, irreducible sensations. However, the formal expression of these quantities uses "a/b" analytic metrics; for example, the slope of a line is the quotient of its rise and run. Thus, whereas students'…
Descriptors: Teaching Methods, Mathematics Instruction, Middle School Students, Thinking Skills
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Cobb, Paul; Jackson, Kara – Journal of the Learning Sciences, 2012
In this article we describe and illustrate an analytical perspective in which educational policies are viewed as designs for supporting learning. From the learning design perspective, a policy comprises 3 components that we term the what, how, and "why of policy": the goals for the learning of members of the group targeted by the policy, the…
Descriptors: Teaching Methods, Intentional Learning, Educational Policy, Policy Analysis
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Reed, Stephen K. – Journal of the Learning Sciences, 2012
Many types of learning require the mapping of information across situations. The proposed organizational framework extends the cognitive study of mappings across problems to include mappings across representations, solutions, and sociocultural contexts. I apply one-to-one, one-to-many, and partial mappings to analyze representative cases that…
Descriptors: Concept Formation, Cognitive Processes, Logical Thinking, Information Transfer
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Lobato, Joanne; Rhodehamel, Bohdan; Hohensee, Charles – Journal of the Learning Sciences, 2012
As transfer researchers have begun to investigate a broader range of phenomena, they have correspondingly put forward new processes to provide explanatory accounts for the occurrence of transfer. This move coincides with a call to acknowledge the contribution of social interactions, language, cultural artifacts, and normed practices to the…
Descriptors: Transfer of Training, Mathematics Instruction, Cognitive Processes, Interpersonal Communication
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Belenky, Daniel M.; Nokes-Malach, Timothy J. – Journal of the Learning Sciences, 2012
The study of knowledge transfer rarely draws upon motivational constructs in empirical work. We investigated how students' achievement goals interact with different forms of instruction to promote "transfer," defined as preparation for future learning (Bransford & Schwartz, 1999) Students were given either invention or tell-and-practice activities…
Descriptors: Undergraduate Students, Educational Practices, Teaching Methods, Role
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Williams, Robert F. – Journal of the Learning Sciences, 2012
An embodied view of mathematical cognition should account not only for how we use our bodies to think and communicate mathematically but also how our bodies equip us to conceive of mathematical ideas. Research in cognitive semantics claims that the human conceptual capacity rests on a foundation of image schemas: topological patterns of spatial…
Descriptors: Schemata (Cognition), Expertise, Semantics, Ethnography
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Nunez, Rafael – Journal of the Learning Sciences, 2012
"The Journal of the Learning Sciences" has devoted this special issue to the study of embodied cognition (as it applies to mathematics), a topic that for several decades has gained attention in the cognitive sciences and in mathematics education, in particular. In this commentary, the author aims to address crucial questions in embodied…
Descriptors: Mathematics Education, Cognitive Processes, Human Body, Holistic Approach
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Stevens, Reed – Journal of the Learning Sciences, 2012
For a long time, the body has had a bad rap among some big names in the Western philosophical tradition. Plato and Descartes come quickly to mind as particularly bad rappers. But it appears that the body is making a comeback in the cognitive and learning sciences. Long banished from the main stage by an idealized, inside-the-head…
Descriptors: Phenomenology, Human Body, Cognitive Processes, Holistic Approach
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Nemirovsky, Ricardo; Rasmussen, Chris; Sweeney, George; Wawro, Megan – Journal of the Learning Sciences, 2012
In this article we contribute a perspective on mathematical embodied cognition consistent with a phenomenological understanding of perception and body motion. It is based on the analysis of 4 selected episodes in 1 session of an undergraduate mathematics class. The theme of this particular class session was the geometric interpretation of the…
Descriptors: Cognitive Processes, Mathematics Education, Perception, Mobility
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van de Sande, Carla C.; Greeno, James G. – Journal of the Learning Sciences, 2012
We use a concept of framing to explain 3 cases in which participants initially lacked mutual understanding but then achieved significant mutual understanding. The cases were all consistent with a pattern of "positional framing" that includes a human participant who is inquiring, which we call a "listener", and a "source", which may be another…
Descriptors: Cognitive Structures, Algebra, Group Dynamics, Interaction
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Gutwill, Joshua P.; Allen, Sue – Journal of the Learning Sciences, 2012
Field trips to science museums can provide students with educational experiences, particularly when museum programs emphasize scientific inquiry skill building over content knowledge acquisition. We describe the creation and study of 2 programs designed to significantly enhance students' inquiry skills at any interactive science museum exhibit…
Descriptors: Field Trips, Museums, Educational Experience, Inquiry
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