-
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources Cognit. Instr. (IF 3.356) Pub Date : 2024-04-17 Sarah McGrew, Elizabeth C. Reynolds, Alex C. Glass
High school students need support learning to evaluate online information. Scholarship in the last several years has explored how to provide this support via lessons that explicitly teach evaluatio...
-
Collaborative Troubleshooting in STEM: A Case Study of High School Students Finding and Fixing Code, Circuit and Craft Challenges in Electronic Textiles Cognit. Instr. (IF 3.356) Pub Date : 2024-04-08 Debora Lui, Deborah A. Fields, Yasmin B. Kafai
Debugging (or troubleshooting) provides a rich context to foster problem-solving. Yet, while we know much about some problems and strategies that novices face in programming on-screen, we know far ...
-
From Earning to Learning: Reasoning and Participation in Youth Co-design of Digital Badges Cognit. Instr. (IF 3.356) Pub Date : 2024-03-08 Gavin Tierney, Theresa Horstman, Carrie Tzou
Youth co-design has the possibility to reframe learning and participation, repositioning and remediating youth roles. However, youth co-design processes can also unintentionally reproduce normative...
-
The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change Cognit. Instr. (IF 3.356) Pub Date : 2024-02-11 Darío A. González
This article analyzes how three mathematics preservice teachers (PSTs) reasoned quantitatively and covariationally while making sense of the Earth’s energy budget (EB)—a model of energy circulation...
-
Striving for Relationality: Teacher Responsiveness to Relational Cues When Eliciting Students’ Science Ideas Cognit. Instr. (IF 3.356) Pub Date : 2024-01-31 Christina (Stina) Krist
Analyses highlighting the epistemic dimension of students’ participation in science have dominated science education literature for the past several years. While most of this literature has focused...
-
Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom Cognit. Instr. (IF 3.356) Pub Date : 2024-01-31 Rachel J. Pinnow, Laura Zangori
Reforms within science education strive to shift early science instruction (K − 2) so students have ample sense-making opportunities to construct scientific explanations. Classroom discussions play...
-
Using Debugging as a Platform for Transdisciplinary Learning Cognit. Instr. (IF 3.356) Pub Date : 2024-01-22 Nicole Panorkou, Toni York, Erell Germia
In this paper we discuss the types of knowledge used by six middle school students as they engaged with a debugging task designed to integrate ideas from computer science, mathematics and science. ...
-
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms Cognit. Instr. (IF 3.356) Pub Date : 2024-01-22 Dalila Dragnić-Cindrić, Nikki G. Lobczowski, Jeffrey A. Greene, P. Karen Murphy
Science educators incorporate collaborative engagement in model-based argumentation to meet curricular goals and build students’ capacity for scientific epistemic and social practices. During colla...
-
Introducing Students to the Role of Assumptions in Mathematical Activity Cognit. Instr. (IF 3.356) Pub Date : 2023-12-22 Kotaro Komatsu, Shogo Murata, Andreas J. Stylianides, Gabriel J. Stylianides
Assumptions play a fundamental role in disciplinary mathematical practice, especially concerning the relativity of truth. However, much is still unclear about ways to help students recognize key as...
-
Correction Cognit. Instr. (IF 3.356) Pub Date : 2023-10-03
Published in Cognition and Instruction (Vol. 42, No. 2, 2024)
-
Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them Cognit. Instr. (IF 3.356) Pub Date : 2023-08-31 Kalonji Nzinga
Exploring the role hip-hop language arts plays in the development of Black (and other minoritized) youth, this study provides a theoretical account of hip-hop moral codes and how they become part o...
-
Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction Cognit. Instr. (IF 3.356) Pub Date : 2023-08-24 Gideon Dishon, Sarit Barzilai, Johnatan Verissimo Yanai
The spread of misinformation has underscored the importance of cultivating citizens’ competency to critically evaluate popular accounts of scientific evidence. Extending the prevailing emphasis on ...
-
Entanglements of Mathematics Education Research and Large-Scale Assessment: Rethinking Formulas as Relational Cognit. Instr. (IF 3.356) Pub Date : 2023-07-06 Francesca Ferrara, Stefania Pozio
In this article, we examine eighth graders’ incorrect responses to a specific task on a national standardized assessment of mathematics. The task asked students to write the formula for the perimet...
-
“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program Cognit. Instr. (IF 3.356) Pub Date : 2023-06-28 Nikki McDaid Barry, Megan Bang, Forrest Bruce, Filiberto Barajas-López
In this paper, we explore the ways that a STEAM-focused summer program for Indigenous youth supported learning in accordance with Indigenous axiologies (what we value esthetically or morally), onto...
-
Guided Inquiry into a Physics Equation Cognit. Instr. (IF 3.356) Pub Date : 2023-05-04 Shulamit Kapon, Maayan Schvartzer
We present the theoretical argument that the use of mathematics in physics can be productively conceptualized as using a language and that learning to make sense of physics equations and appropriat...
-
“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM Cognit. Instr. (IF 3.356) Pub Date : 2023-03-30 Jessica Watkins
Teachers can play critical roles in challenging or reinscribing dominant narratives about what counts as STEM, who is seen within STEM disciplines, and how these disciplines should be taught. Howev...
-
“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation Cognit. Instr. (IF 3.356) Pub Date : 2023-03-07 Jeanne Ting Chowning
This study investigates how a professional learning approach that draws on elements from collaborative autoethnography (CAE) can support science teachers’ learning about argumentation. It provides ...
-
Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads Cognit. Instr. (IF 3.356) Pub Date : 2022-12-23 Bertrand Schneider, Tonya Bryant
The goal of this paper is to bring new insights to the study of social learning processes by designing measures of collaboration using high-frequency sensor data. More specifically, we are interest...
-
“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners Cognit. Instr. (IF 3.356) Pub Date : 2022-12-19 Mallika Scott, Thomas M. Philip
Abstract Attending to student sense-making and enacting asset-based approaches to mathematics teaching are becoming a more central focus of mathematics teacher education. Less attention, however, has been given to supporting early career mathematics teachers with the everyday challenges of attempting to bring this vision into the classroom while teaching within deficit-oriented systems of schooling
-
“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement Cognit. Instr. (IF 3.356) Pub Date : 2022-11-16 Nicholas C. Johnson, Megan L. Franke, Noreen M. Webb, Marsha Ing, Eric Burnheimer, Joy Zimmerman
Abstract Understanding how learning environments productively mobilize children’s ideas as resources for participation in joint activity is an ongoing focus of research on classroom instruction. We investigated whole-class mathematics conversations in which multiple students participated in ways previous research suggests are consequential for learning. We found that in such conversations, students
-
A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms Cognit. Instr. (IF 3.356) Pub Date : 2022-11-07 Pei Pei Liu, David McKinney, Alexandra A. Lee, Jennifer A. Schmidt, Gwen C. Marchand, Lisa Linnenbrink-Garcia
Abstract Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted
-
Museum Facilitator Practice as Infrastructure Design Work for Public Computing Cognit. Instr. (IF 3.356) Pub Date : 2022-11-02 Stephanie Hladik, Pratim Sengupta, Marie-Claire Shanahan
Abstract In this paper, we emphasize the importance of looking beyond technology itself and including interactional and experiential elements in our research gaze in informal computing education in science museums. We argue that, in these contexts, facilitation can be understood as design work that is both complex and challenging. We identify how focusing on infrastructuring—the process by which an
-
How Preservice Teachers Learn through a Pedagogy of Enactment in a Middle School Mathematics Methods Course Cognit. Instr. (IF 3.356) Pub Date : 2022-10-14 Mary A. Ochieng, Laura R. Van Zoest
Abstract Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to enact teaching practices and to learn from that
-
A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs Cognit. Instr. (IF 3.356) Pub Date : 2022-09-14 David DeLiema, Yejin Angela Kwon, Andrea Chisholm, Immanuel Williams, Maggie Dahn, Virginia J. Flood, Dor Abrahamson, Francis F. Steen
Abstract When teachers, researchers, and students describe productively responding to moments of failure in the learning process, what might this mean? Blending prior theoretical and empirical research on the relationship between failure and learning, and empirical results from four data sets that are part of a larger design-based research project, we investigate the heterogeneous processes teachers
-
Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum Cognit. Instr. (IF 3.356) Pub Date : 2022-08-22 Ashlyn E. Pierson, Corey E. Brady, Douglas B. Clark, Pratim Sengupta
Abstract Research about modeling emphasizes the importance of heterogeneity in science learning. At the same time, a growing body of scholarship seeks curricular pathways for epistemic and representational convergence. In response to this tension, we propose two constructs: heterogeneity-seeking curricula and commitments. Heterogeneity-seeking curricula emphasize generating and valuing multiple representations
-
Cherished World Thinking: Developing a Maintenance Mindset in Family Caregiving Contexts Cognit. Instr. (IF 3.356) Pub Date : 2022-08-03 Deborah Silvis
Abstract Contrary to the idea that the world is broken and beyond repair, ongoing care and maintenance are primary concerns of people learning with technologies. This paper advances a perspective that an ethic of care has epistemic significance and locates families’ caring practices in technologically-mediated home learning environments. I develop this perspective on human-technology relations, which
-
Situated Expertise in Literary Interpretation: An Expert-Expert Study of High School and PhD Students Reading Canonical Hip-Hop and Poetry Cognit. Instr. (IF 3.356) Pub Date : 2022-07-21 Sarah Levine
Abstract This study brings into conversation two bodies of research that operate from different assumptions and make divergent conclusions about high school students’ capacity to read and respond to literary texts. On one hand, cognitively-oriented expert-novice research comparing experienced literary readers to high school students indicates that students tend not to engage in expert-like interpretive
-
Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways Cognit. Instr. (IF 3.356) Pub Date : 2022-06-07 Edna Tan, Angela Calabrese Barton, Christina Restrepo Nazar
Abstract While issues of (in)justice in K12 STEM learning have garnered increasing attention, limited research has attended to learning as social-spatial transformation. We draw upon a justice-oriented framework of equitably consequential learning to call attention to how learning and engagement in K12 STEM is rooted in the history and geographies of young people’s lives. Without attention to the ways
-
“We’re Trying to Raise Muslim Kids, Right?” Muslim Educators’ Narratives of Human Development Cognit. Instr. (IF 3.356) Pub Date : 2022-05-13 Claire Alkouatli
Abstract For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic diversity, thus rendering invisible developmental
-
Relationality and Ojibwemowin† in Forest Walks: Learning from Multimodal Interaction about Land and Language Cognit. Instr. (IF 3.356) Pub Date : 2022-05-03 Mary Rose Hermes, Mel M. Engman, Meixi, James McKenzie
Abstract Indigenous language reclamation efforts are pushing academic ideas of what language is, in order to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of “language” and “land” have been segregated by this colonial structure. In this study, as we bring them together
-
Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material Cognit. Instr. (IF 3.356) Pub Date : 2022-03-28 Agnieszka Aya Marczyk, Lightning Jay, Abby Reisman
Abstract Engaging historiography and interpreting secondary sources represent essential elements of historians’ work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about
-
How Code Takes Shape: Studying a Student’s Program Evolution Cognit. Instr. (IF 3.356) Pub Date : 2022-03-18 Brian Danielak
Abstract This paper focuses on a historically understudied area in computing education: attending to students’ *design thinking* in university-level introductory programming courses. I offer an account of one student—“Rebecca”—and her experiences and code from a second-semester course on programming concepts for engineers. Using data from both code snapshots and clinical interviews, I explicate both
-
Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Susan R. Goldman, Cindy E. Hmelo-Silver, Eleni Α. Kyza
Abstract This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher collaborations focusing on the professional learning
-
Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Andrea Gomoll, Cindy E. Hmelo-Silver, Selma Šabanović
Abstract Prior research has highlighted that for teachers to develop robust practices, they need to develop rich professional vision (PV)—the ability to see nuanced issues of teaching and learning in situ, interpret them, and respond. In the context of problem-based learning (PBL), PV involves guiding student-centered learning and understanding when to provide just-in-time scaffolding as students navigate
-
Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Mon-Lin Monica Ko, Allison Hall, Susan R. Goldman
Abstract Collaborative design (co-design) involving practitioners and researchers is emerging as a productive context for addressing theoretical as well as practical issues of teaching and learning. Co-design affords learning opportunities for all participants, although the focus has typically been on teachers. In this study, the Interconnected Interactive Model of Professional Growth (IIMPG) serves
-
Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Thomas M. Philip, Josephine H. Pham, Mallika Scott, Arturo Cortez
Abstract Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher solidarity co-design emerged. Collectively, the cases
-
Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Ung-Sang A. Lee, David DeLiema, Kimberley Gomez
Abstract This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such insights can inform the methods we employ to
-
Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Eleni A. Kyza, Andria Agesilaou
Abstract Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in the literature as contexts for empowerment
-
Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Sarah Schneider Kavanagh, Alison Fox Resnick, Hala Ghousseini, Elizabeth Schiavone Gotwalt, Eric Cordero-Siy, Elham Kazemi, Elizabeth Dutro
Abstract Researcher-practitioner collaborations often stop short of engaging researchers and teachers in collectively negotiating the moment-to-moment improvizational decision-making of instructional practice when students are present. We consider the potential for learning at one boundary that often exists between researchers and practitioners as they collaborate on instructional practice: the boundary
-
Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 William R. Penuel, Anna-Ruth Allen, Kate Henson, Melissa Campanella, Rachel Patton, Kristin Rademaker, Will Reed, Douglas Watkins, Kerri Wingert, Brian Reiser, Aliza Zivic
Abstract In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based
-
Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect Cognit. Instr. (IF 3.356) Pub Date : 2022-02-16 Iris Tabak
Abstract The substantive and the political are part of most educational endeavors. Researchers tend to be cast as more powerful in interactions between research and practice. This structural historical hierarchy is at the backdrop of research-practice partnerships (RPP) and threatens to marginalize practitioners’ perspectives. Drawing on Bakhtin and Goffman and responding to a set of papers that transcend
-
Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking Cognit. Instr. (IF 3.356) Pub Date : 2022-01-05 Elise Lockwood
Abstract In this paper, I discuss undergraduate students’ engagement in basic Python programming while solving combinatorial problems. Students solved tasks that were designed to involve programming, and they were encouraged to engage in activities of prediction and reflection. I provide data from two paired teaching experiments, and I outline how the task design and instructional interventions particularly
-
Correction Cognit. Instr. (IF 3.356) Pub Date : 2021-11-29
Published in Cognition and Instruction (Vol. 40, No. 3, 2022)
-
Generalization Across Multiple Mathematical Domains: Relating, Forming, and Extending Cognit. Instr. (IF 3.356) Pub Date : 2021-11-22 Amy B. Ellis, Elise Lockwood, Erik Tillema, Kevin Moore
Abstract Generalization is a critical component of mathematical reasoning, with researchers recommending that it be central to education at all grade levels. However, research on students’ generalizing reveals pervasive difficulties in creating and expressing general statements, which underscores the need to better understand the processes that can support more productive generalizations. In response
-
Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account Cognit. Instr. (IF 3.356) Pub Date : 2021-10-27 Andrew Izsák, Sybilla Beckmann, Joy Stark
Abstract The present study is motivated by a significant body of research documenting teachers’ perennial difficulties with a critical swath of topics related to multiplication. In response, we track how Nina, a future middle grades mathematics teacher, made progress constructing explanations across topics by reasoning with measurement-based definitions of multiplication and of fractions and by coordinating
-
Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders Cognit. Instr. (IF 3.356) Pub Date : 2021-08-13 Nicole Panorkou
Abstract This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this approach and discusses the qualitatively different
-
The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math Cognit. Instr. (IF 3.356) Pub Date : 2021-10-06 Frederick A. Peck, Ian Parker Renga, Ke Wu, David Erickson
Abstract In this paper, we revisit a long-running conversation about situated learning and the design of environments for disciplinary engagement. Throughout the 1970s and 1980s, scholars advanced an anthropological critique of the then-dominant acquisitionist paradigm of formal schooling with a situated view focused on membership in communities and participation in practices. The critique led to a
-
Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms Cognit. Instr. (IF 3.356) Pub Date : 2021-09-06 Hosun Kang
Abstract This study aims to deepen our understanding of teaching, specifically the role of teachers’ responsiveness in promoting equity in secondary science teaching. To build a conceptual argument—that teachers’ responsiveness expands the opportunity to learn for students from historically marginalized communities—I explore one high school science teacher’s classroom instruction using multiple forms
-
An Investigation of Students’ Identity Work and Science Learning at the Classroom Margins Cognit. Instr. (IF 3.356) Pub Date : 2021-09-03 Flávio S. Azevedo, Michele J. Mann
Abstract We investigate fifth-grade students’ identity work and science learning at the margins of a science classroom. By “margins” we refer to activities unrelated to formal classroom instructional content and practices, and which unfold across many settings and contexts, including the classroom itself, but also multi-party, social group gatherings during recess, field trips, and the home. Data were
-
The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent Cognit. Instr. (IF 3.356) Pub Date : 2021-08-30 R. Keith Sawyer
Abstract Material artifacts play an important role in many learning environments. Such artifacts can include sketches, manipulatives, 3D models, toys and games, or the scrap materials found in makerspaces. Some theorists have argued that material artifacts, even though they do not move or talk, should be considered to have autonomous agency and to interact as equals with human participants. But there
-
Remembering What Produced the Data: Individual and Social Reconstruction in the Context of a Quantified Self Elementary Data and Statistics Unit Cognit. Instr. (IF 3.356) Pub Date : 2021-07-10 Victor R. Lee, Joel Drake, Ryan Cain, Jeffrey Thayne
Abstract Given growing interest in K-12 data and data science education, new approaches are needed to help students develop robust understandings of and familiarity with data. The model of the quantified self—in which data about one’s own activities are collected and made into objects of study—provides inspiration for one such approach. By drawing on what one already knows about their self and their
-
Unpacking the Complexity in Learning to Observe in Field Geology Cognit. Instr. (IF 3.356) Pub Date : 2021-07-06 Lauren A. Barth-Cohen, Sarah K. Braden
Abstract Scientific observation is central to classroom inquiry and children’s investigations and explanations in science. Young children can struggle with observation, and research has shown that professional scientists who engage in complex observation tasks, observe detailed patterns when they have well-developed disciplinary knowledge. However, fewer studies address how this observational expertise
-
Luminous Science: Teachers Designing For and Developing Transdisciplinary Thinking and Learning Cognit. Instr. (IF 3.356) Pub Date : 2021-07-05 Lila Finch, Celeste Moreno, R. Benjamin Shapiro
Abstract Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the creation of transdisciplinary learning environments
-
Family Culture as Context for Learning through Inquiry Cognit. Instr. (IF 3.356) Pub Date : 2021-04-28 Danielle Teodora Keifert
Abstract Prior research shows that participation within communities of practice shapes children’s development of repertoires of practice—ways of engaging in activities within a cultural community. Families are a privileged community for learning because of the extensive time spent together, the intimate nature of family relations, and the importance of this time for learning before children enter schools
-
Integrating Viewpoint and Space: How Lamination across Gesture, Body Movement, Language, and Material Resources Shapes Learning Cognit. Instr. (IF 3.356) Pub Date : 2021-05-24 David DeLiema, Noel Enyedy, Francis Steen, Joshua A. Danish
Abstract Gesture is recognized as part of and integral to cognition. The value of gesture for learning is contingent on how it gathers meaning against the ground of other relevant resources in the setting—in short, how the body is laminated onto the surrounding environment. With a focus on lamination, this paper formulates an integrated theory of viewpoint and spatial reasoning; develops an embodied
-
Internet or Archive? Expertise in Searching for Digital Sources on a Contentious Historical Question Cognit. Instr. (IF 3.356) Pub Date : 2021-04-10 Sarah McGrew
Abstract This study explored expertise in searching for online information on a contentious historical and political question. Fact checkers, historians, and college students thought aloud while conducting online research on the question, “Did Margaret Sanger, the founder of Planned Parenthood, support euthanasia?” Analyses of screen recordings and think-aloud transcripts revealed that students clicked
-
Children’s Spontaneous Additive Strategy Relates to Multiplicative Reasoning Cognit. Instr. (IF 3.356) Pub Date : 2021-03-12 Ron Tzur, Heather Lynn Johnson, Anderson Norton, Alan Davis, Xin Wang, Michael Ferrara, Cody Harrington, Nicola Mercedes Hodkowski
Abstract We examine a hypothesis implied by Steffe’s constructivist model of children’s numerical reasoning: a child’s spontaneous additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders’ responses during clinical, task-based interviews. All participants
-
Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders Cognit. Instr. (IF 3.356) Pub Date : 2021-03-08 Aydin Bal, Kemal Afacan, Tremayne Clardy, Halil Ibrahim Cakir
Abstract This article presents a formative intervention study, called Learning Lab that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders, and researchers, specifically those who have been historically excluded from schools’ problem-solving activities
-
Leveraging a Categorization Activity to Facilitate Productive Generalizing Activity and Combinatorial Thinking Cognit. Instr. (IF 3.356) Pub Date : 2021-03-02 Zackery Reed, Elise Lockwood
Abstract In this paper, we present data from two iterative teaching experiments involving students’ constructions of four basic counting problems. The teaching experiments were designed to leverage the generalizing activities of relating and extending to provide students with opportunities to reflect on initial combinatorial activity when constructing these formulas. We discuss three combinatorial
-
Revisiting Lexington Green: Implications for Teaching Historical Thinking Cognit. Instr. (IF 3.356) Pub Date : 2021-02-04 Lightning Jay
Abstract After three decades of scholarship describing why and how students ought to be taught to think historically, this study asks what happens when they are. Ten high school students from a school that incorporated historical thinking into all history coursework repeated the think-aloud task from Wineburg’s 1991 study of the cognitive processes underlying the evaluation of historical evidence,