Cognition and Instruction最新文献_第9页

Here-and-Then: Learning by Making Places with Digital Spatial Story Lines 《此时此地》：通过数字空间故事线制作场所进行学习

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-03-05 DOI: 10.1080/07370008.2020.1732391

R. Hall, B. Shapiro, Andrew L. Hostetler, Helen Lubbock, David A. Owens, Colleen Daw, D. Fisher

{"title":"Here-and-Then: Learning by Making Places with Digital Spatial Story Lines","authors":"R. Hall, B. Shapiro, Andrew L. Hostetler, Helen Lubbock, David A. Owens, Colleen Daw, D. Fisher","doi":"10.1080/07370008.2020.1732391","DOIUrl":"https://doi.org/10.1080/07370008.2020.1732391","url":null,"abstract":"Abstract In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call digital spatial story lines (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public history. Learners collaborate to make and follow map-based story lines that bridge archival media they curate in public libraries and museums onto city neighborhoods these media describe. Story lines can be followed as tours to explore under- or untold stories about a city’s public history at walking scale. To illustrate and study learning within the DSSL framework, we describe and analyze one design iteration from a larger, multi-year research project with local museum, library, and high school partners. Our analysis shows how making and following story lines provided opportunities for pre-service social studies teachers to engage with and learn about the public history of racial segregation, Civil Rights Movement activism, and American Roots Music in Nashville, Tennessee (aka the “Music City”). Our analysis focuses on using archival material to create and share public history as a mobile experience of being both “here-and-then”—a form of palimpsest in which learning on the move layers together historic places and the voices of different historical actors. We end with a discussion of who speaks for the public history of city neighborhoods and the prospects and limitations for teaching and learning with the DSSL framework.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"348 - 373"},"PeriodicalIF":3.3,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1732391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48513463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers’ Attention and Responsiveness to Student Thinking 重塑反应性挑战：一个框架锚定的解释框架来解释新手教师对学生思维的注意力和反应的不规则性

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-02-26 DOI: 10.1080/07370008.2020.1729156

J. Richards, Andrew Elby, Melissa J. Luna, Amy D. Robertson, D. Levin, Colleen Gillespie Nyeggen

{"title":"Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers’ Attention and Responsiveness to Student Thinking","authors":"J. Richards, Andrew Elby, Melissa J. Luna, Amy D. Robertson, D. Levin, Colleen Gillespie Nyeggen","doi":"10.1080/07370008.2020.1729156","DOIUrl":"https://doi.org/10.1080/07370008.2020.1729156","url":null,"abstract":"Abstract Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to student thinking involves attending to the substance of students’ ideas—the meaning students are making—and pursuing that thinking, adjusting the flow of instruction as needed. Yet, attention and responsiveness to student thinking is irregular and generally rare among novice teachers. In this theoretical paper, we argue that the irregularity of attention and responsiveness to student thinking, including variability within individual teachers’ practice, can be explained by a framework grounded in teachers’ localized framings of their classroom activity—their sense of “what is it that’s going on here.” Using analyses of classroom episodes across contexts and timescales to illustrate our claims, we demonstrate how a framing-anchored framework can coordinate and improve upon three common explanations for the irregularity of novice teachers’ attention and responsiveness to student thinking: underdeveloped skills and/or knowledge for attending and responding, “transmissionist” beliefs about learning, and institutional constraints (and teachers’ perceptions thereof). Building on this argument, we suggest that teacher educators can work with novice teachers’ framings of their classroom activities as a generative anchor for supporting attention and responsiveness to student thinking in classroom settings.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"116 - 152"},"PeriodicalIF":3.3,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1729156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42485954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

“I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education “我一直害怕有一天我会出卖自己”:探索政治认同与计算机科学教育学习之间的关系

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-02-26 DOI: 10.1080/07370008.2020.1730374

Sepehr Vakil

{"title":"“I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education","authors":"Sepehr Vakil","doi":"10.1080/07370008.2020.1730374","DOIUrl":"https://doi.org/10.1080/07370008.2020.1730374","url":null,"abstract":"Abstract While academic, cultural, and racial identities have been important concepts in sociocultural theories of learning and development, less attention has been given to political identity. Research on political identities in education tends to be limited to critical pedagogy or civic education contexts, leaving unexamined the role of political identity in supposedly neutral settings, like a computer science (CS) classroom. In this study I offer a conceptual framework that draws on theories of political identity and sociocultural theories of learning to illuminate a process I call disciplinary values interpretation—a process by which students reflect on the values of a disciplinary domain, as well as who they are and might become in relation to the domain. I then operationalize the framework by analyzing the ways in which students’ political identities interacted with their learning processes in a social design experiment conducted in collaboration with a high school teacher in a Computer Science and Technology academy of a large urban high school. Through case studies of two 10th grade students, Stacey and Lupe, I argue that the opportunity to design socially relevant technology provided new resources for disciplinary values interpretation, and had significant implications for how students came to view their own political identities and futures within the discipline of CS. This research has implications for ethical/political theories of learning and also contributes to enduring questions about identification and inequality in education.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"115 - 87"},"PeriodicalIF":3.3,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1730374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43847012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

When Linguistic Elements Contribute to Conceptual Dynamics: The Case of Chinese Students’ Pre-instructional Ideas About the Earth 当语言因素对概念动力起作用时——以中国学生对地球的教学前观念为例

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-02-26 DOI: 10.1080/07370008.2020.1729763

Xiaowei Tang, L. Yang, D. Levin

{"title":"When Linguistic Elements Contribute to Conceptual Dynamics: The Case of Chinese Students’ Pre-instructional Ideas About the Earth","authors":"Xiaowei Tang, L. Yang, D. Levin","doi":"10.1080/07370008.2020.1729763","DOIUrl":"https://doi.org/10.1080/07370008.2020.1729763","url":null,"abstract":"Abstract In this study, we explore how cross-linguistic differences can contribute to children’s scientific thinking. We compared first and third grade Chinese students’ pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a “Complex Dynamic Systems” (CDS) theoretical perspective on cognition and by the literature on “linguistic relativity” we hypothesized that in cases when two language systems offer greatly different linguistic elements, differences can be expected in how these elements interact with other types of conceptual elements. Consequently, such changes in dynamics may lead to variations in system-level conceptual structures emerging from native speakers of different languages. Our findings showed that (1) Chinese students held no flat or dual earth type of pre-instructional ideas about the earth; (2) Chinese students provided significantly more sphere-based responses than their American and Greek counterparts when responding to questions directly addressing the shape of the earth; (3) such cross-linguistic differences largely vanished for questions not directly getting at the shape of the earth, resulting in high frequency of inconsistency when responses to all the interview questions were interpreted as a whole. We discuss the significance and possible implications of these results for research on cross-cultural conceptual development and for teaching and learning science.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"224 - 263"},"PeriodicalIF":3.3,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1729763","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43806367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“That’s Obviously Really Insensitive:” Attuning to Marginalization in a Parent-Teacher Encounter “这显然真的很不敏感：”家长与教师遭遇中的边缘化倾向

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-02-04 DOI: 10.1080/07370008.2020.1722128

Grace A. Chen

引用次数: 2

Designing Material Tools to Mediate Disciplinary Engagement in Environmental Science 设计材料工具以调解环境科学的学科参与

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-02-04 DOI: 10.1080/07370008.2020.1718677

S. B. Nolen, Lia Wetzstein, Alexandra Goodell

{"title":"Designing Material Tools to Mediate Disciplinary Engagement in Environmental Science","authors":"S. B. Nolen, Lia Wetzstein, Alexandra Goodell","doi":"10.1080/07370008.2020.1718677","DOIUrl":"https://doi.org/10.1080/07370008.2020.1718677","url":null,"abstract":"Abstract Disciplinary activity in science is tool-mediated, and instructional designers often build in opportunities for students to use the conceptual and material tools of the discipline as they engage in activity. When this activity takes place in schools, students and teachers may modify or reject disciplinary tools to fit the goals of schooling. We report collaborative, design-based research to develop and optimize material tools to mediate student and teacher activity in a project-based high school environmental science course along dimensions thought to promote productive disciplinary engagement. We use Engeström’s Cultural-Historical Activity Theory to understand both the collaborative design process (university-based researchers and classroom teachers) and the implementation in classrooms. In addition to quantitative analyses of student engagement, two cases of design-test-redesign-retest cycles are presented to illustrate our methods and provide evidence for the use of material tools to support productive disciplinary engagement. Based on our research, we suggest design principles for developing material tools to support disciplinary engagement which take into account the necessary hybridity of project-based learning in schools. Implications for design and implementation of project-based science are discussed.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"179 - 223"},"PeriodicalIF":3.3,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1718677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Mobilities of Data Narratives 数据叙事的移动性

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-01-30 DOI: 10.1080/07370008.2020.1717492

J. Radinsky

引用次数: 4

Using Expectancy Value Theory to Account for Individuals’ Mathematical Justifications 用期望值理论解释个人的数学理由

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-01-02 DOI: 10.1080/07370008.2019.1636796

Keith Weber, K. Lew, Juan Pablo Mejía-Ramos

{"title":"Using Expectancy Value Theory to Account for Individuals’ Mathematical Justifications","authors":"Keith Weber, K. Lew, Juan Pablo Mejía-Ramos","doi":"10.1080/07370008.2019.1636796","DOIUrl":"https://doi.org/10.1080/07370008.2019.1636796","url":null,"abstract":"Abstract In mathematics education, researchers commonly infer students’ standards of conviction from the justifications that they produce. Specifically, if students justify a mathematical statement with an empirical justification, researchers often infer that example-based justifications provide the students with certainty that a general mathematical statement is true. In this article, we present a theoretical framework for interpreting individuals’ proof-related behavior that challenges the aforementioned interpretations. Adapting constructs from expectancy value theory, we argue that whether an individual will seek a deductive proof or settle for an empirical justification depends on several factors, including the value they place on knowing the veracity of the mathematical statement being considered, the cost in terms of time and effort in searching for a proof, and their perceived likelihood of success of being able to find a proof. We demonstrate that mathematicians consider value, cost, and effort in deciding what statements they will try to prove, so it would not be irrational or unmathematical for students to make the same considerations. We illustrate the explanatory power of our framework by studying the justification behavior of 11 preservice and in-service secondary mathematics teachers in a problem-solving course. Although these individuals frequently justified mathematical statements empirically, these individuals were aware of the limitations of empirical justifications and they usually did not obtain certainty from these justifications. The notions of value, cost, and likelihood of success could explain why they settled for empirical justifications and ceased seeking proofs.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"27 - 56"},"PeriodicalIF":3.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2019.1636796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

The Nature and Quality of Algebra Instruction: Using a Content-Focused Observation Tool as a Lens for Understanding and Improving Instructional Practice 代数教学的本质和质量：以内容为中心的观察工具为视角理解和改进教学实践

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-01-02 DOI: 10.1080/07370008.2019.1616740

Erica Litke

{"title":"The Nature and Quality of Algebra Instruction: Using a Content-Focused Observation Tool as a Lens for Understanding and Improving Instructional Practice","authors":"Erica Litke","doi":"10.1080/07370008.2019.1616740","DOIUrl":"https://doi.org/10.1080/07370008.2019.1616740","url":null,"abstract":"Abstract Algebra is a key course in the high school mathematics sequence. Despite its prominence, large-scale examinations of algebra instruction are rare and it is not clear whether and how instructional practices that support students’ learning of algebra content manifest in classroom instruction. Drawing on video from 108 ninth-grade algebra lessons from 5 districts recorded as part of the Measures of Effective Teaching (MET) Project, I describe instruction using scores from a newly developed, algebra-focused observation tool to ground the description of instructional practice in the content being taught. I present the range of instructional formats and the nature and quality of algebra-focused instructional features related to the teaching of procedures and to the ways in which teachers leverage connections to support students’ algebra learning. To illustrate these descriptive results, I present case studies of 2 lessons: 1 rated typical and 1 rated high-quality. I find that although the majority of lessons in the sample follow traditional formats, specific instructional features that benefit student learning in algebra are present to a modest degree across lessons, though not often at high levels of quality. The case lessons demonstrate both glimmers of promise and missed opportunities to engage in instruction that benefits student learning of algebra. I discuss the implications of these results for improving the quality of algebra teaching and argue for the affordances of a content-focused observation tool as a lens for instructional improvement efforts.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"57 - 86"},"PeriodicalIF":3.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2019.1616740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48251659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Agency Discourse and the Reproduction of Hierarchy in Mathematics Instruction 代理话语与数学教学中的等级再现

IF 3.3 1区心理学

Cognition and Instruction Pub Date : 2020-01-02 DOI: 10.1080/07370008.2019.1677664

Nicole Louie

引用次数: 28