Pub Date : 2023-11-09DOI: 10.1080/07370008.2023.2270094
Nicole Panorkou, Toni York, Erell Germia
AbstractIn 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. Our findings show that the computational thinking practice of debugging is a rich source of opportunities to integrate these different disciplines. The analysis illustrates how the types of knowledge the students did and did not use at each step of the debugging process were related to their ability to succeed at each step. Our work contributes to theory and practice by uncovering implications for studying debugging through two refined frameworks and for designing debugging tasks to support transdisciplinary learning. AcknowledgementsThe data presented, statements made, and views expressed are solely the responsibility of the authors. We would like to thank our earth science colleague Jay Singh for his help in the design of the rock cycle module. The rock cycle diagram used in the George’s Life simulation includes a sediment image from Michael C. Rygel’s "Ripples" photo found on Wikipedia in October 2018. All other images used in the diagram are public domain found on Wikipedia in October 2018. Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab. See http://scratch.mit.edu. We would also like to thank the editor Pratim Sengupta and the anonymous reviewers for their valuable and constructive feedback in earlier versions of this manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a grant from the National Science Foundation [#1742125].
在本文中，我们讨论了六名中学生在进行一项旨在整合计算机科学、数学和科学思想的调试任务时所使用的知识类型。我们的研究结果表明，调试的计算思维实践是整合这些不同学科的丰富机会来源。分析说明了学生在调试过程的每个步骤中使用和不使用的知识类型如何与他们在每个步骤中取得成功的能力相关。我们的工作有助于理论和实践，揭示了通过两个改进框架研究调试的含义，并设计调试任务以支持跨学科学习。所提供的数据、所作的陈述和所表达的观点仅由作者负责。我们要感谢我们的地球科学同事Jay Singh在岩石循环模块的设计中提供的帮助。“乔治的生命”模拟中使用的岩石循环图包括2018年10月在维基百科上发现的迈克尔·c·里格尔(Michael C. Rygel)的“涟漪”照片中的沉积物图像。图表中使用的所有其他图像都是2018年10月在维基百科上找到的公共领域。Scratch是由麻省理工学院媒体实验室的终身幼儿园小组开发的。见http://scratch.mit.edu。我们还要感谢编辑Pratim Sengupta和匿名审稿人在本手稿早期版本中提供的宝贵和建设性的反馈。披露声明作者未报告潜在的利益冲突。本研究得到了国家科学基金会的资助[#1742125]。
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Pub Date : 2023-10-23DOI: 10.1080/07370008.2023.2266847
Dalila Dragnić-Cindrić, Nikki G. Lobczowski, Jeffrey A. Greene, P. Karen Murphy
AbstractScience educators incorporate collaborative engagement in model-based argumentation to meet curricular goals and build students’ capacity for scientific epistemic and social practices. During collaboration, groups encounter various challenges (e.g., lack of task understanding) and engage in social regulation to overcome them. However, little is known about whether and how various contextual factors (e.g., teacher presence, classroom climate, or academic discipline) can influence the nature of students’ collaboration and social regulation. The purpose of our qualitative case study was to examine how one such contextual factor, teacher presence, related to high school students’ discourse interactions and social regulation of learning during a collaborative model-based scientific argumentation task. In one classroom, the teacher was continuously present during groups’ discussions. In the other classroom, the teacher was intermittently present. We found that groups with a continuously present teacher had high on-task engagement that was teacher-led, with the students relying on the teacher for regulation. Groups with intermittent teacher presence had more off-task interactions but also engaged in more dialogic argumentation discourse with each other, initiating and enacting more modes of social regulation of learning than the other groups. These findings suggest that teachers must thoughtfully manage their presence and absence to instruct, model, scaffold, and fade their support for both scientific argumentation and the social regulation skills necessary to productively enact that argumentation, intentionally varying emphasis on one or the other. These findings highlight the importance of future research on teacher presence and other contextual factors that can affect how students collaborate and learn. AcknowledgmentsWe thank the teachers and students who participated in this study. We are grateful to Erik Jacobson, Executive Editor, and the three anonymous journal reviewers for their helpful feedback and guidance on previous versions of this article. We also thank Bethany Daniel, Sarah Lee, and Lana Ćosić, Editorial Assistants, for their tireless work and support.Declaration of interestThe authors report there are no competing interests to declare.Additional informationFundingThis material is based upon work supported by the National Science Foundation (NSF) Grant No. 1316347 to the Pennsylvania State University and the NSF Graduate Research Fellowship Program under Grant No. DGE-1144081 to Dalila Dragnić-Cindrić. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.
{"title":"Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms","authors":"Dalila Dragnić-Cindrić, Nikki G. Lobczowski, Jeffrey A. Greene, P. Karen Murphy","doi":"10.1080/07370008.2023.2266847","DOIUrl":"https://doi.org/10.1080/07370008.2023.2266847","url":null,"abstract":"AbstractScience educators incorporate collaborative engagement in model-based argumentation to meet curricular goals and build students’ capacity for scientific epistemic and social practices. During collaboration, groups encounter various challenges (e.g., lack of task understanding) and engage in social regulation to overcome them. However, little is known about whether and how various contextual factors (e.g., teacher presence, classroom climate, or academic discipline) can influence the nature of students’ collaboration and social regulation. The purpose of our qualitative case study was to examine how one such contextual factor, teacher presence, related to high school students’ discourse interactions and social regulation of learning during a collaborative model-based scientific argumentation task. In one classroom, the teacher was continuously present during groups’ discussions. In the other classroom, the teacher was intermittently present. We found that groups with a continuously present teacher had high on-task engagement that was teacher-led, with the students relying on the teacher for regulation. Groups with intermittent teacher presence had more off-task interactions but also engaged in more dialogic argumentation discourse with each other, initiating and enacting more modes of social regulation of learning than the other groups. These findings suggest that teachers must thoughtfully manage their presence and absence to instruct, model, scaffold, and fade their support for both scientific argumentation and the social regulation skills necessary to productively enact that argumentation, intentionally varying emphasis on one or the other. These findings highlight the importance of future research on teacher presence and other contextual factors that can affect how students collaborate and learn. AcknowledgmentsWe thank the teachers and students who participated in this study. We are grateful to Erik Jacobson, Executive Editor, and the three anonymous journal reviewers for their helpful feedback and guidance on previous versions of this article. We also thank Bethany Daniel, Sarah Lee, and Lana Ćosić, Editorial Assistants, for their tireless work and support.Declaration of interestThe authors report there are no competing interests to declare.Additional informationFundingThis material is based upon work supported by the National Science Foundation (NSF) Grant No. 1316347 to the Pennsylvania State University and the NSF Graduate Research Fellowship Program under Grant No. DGE-1144081 to Dalila Dragnić-Cindrić. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413263","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}
Pub Date : 2023-08-31DOI: 10.1080/07370008.2023.2240460
Kalonji Nzinga
{"title":"Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them","authors":"Kalonji Nzinga","doi":"10.1080/07370008.2023.2240460","DOIUrl":"https://doi.org/10.1080/07370008.2023.2240460","url":null,"abstract":"","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"1 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43882640","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}
Pub Date : 2023-07-06DOI: 10.1080/07370008.2023.2222860
F. Ferrara, S. Pozio
Abstract 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 perimeter of a given figure as a function of a variable. We focus on incorrect responses to better understand students’ difficulties with the algebraic thinking demanded by the task, especially with the formula and the variable. We show how these responses identify a variety of approaches to the solution of the task, which we name routes. We use these data to conclude that, at the end of middle school in our country, there still appears to be a lack of a relational view of formula, pointing to a need to reconceptualize formulas as relations rather than procedures. The strength of large-scale data in fueling mathematics education research is also discussed.
{"title":"Entanglements of Mathematics Education Research and Large-Scale Assessment: Rethinking Formulas as Relational","authors":"F. Ferrara, S. Pozio","doi":"10.1080/07370008.2023.2222860","DOIUrl":"https://doi.org/10.1080/07370008.2023.2222860","url":null,"abstract":"Abstract 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 perimeter of a given figure as a function of a variable. We focus on incorrect responses to better understand students’ difficulties with the algebraic thinking demanded by the task, especially with the formula and the variable. We show how these responses identify a variety of approaches to the solution of the task, which we name routes. We use these data to conclude that, at the end of middle school in our country, there still appears to be a lack of a relational view of formula, pointing to a need to reconceptualize formulas as relations rather than procedures. The strength of large-scale data in fueling mathematics education research is also discussed.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"472 - 493"},"PeriodicalIF":3.3,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41785590","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}
Abstract 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), ontologies (what we believe to be real and how we enact those beliefs), and epistemologies (what we know and how we know it) or AOE. Part of these AOEs include enacting kin relationships through recognizing the personhood of more-than-human beings. We posit that (1) our socio-cultural, political, and ethical orientations regarding human-nature relations affect our behaviors and that (2) shifting the way we view nature (e.g., recognizing plant personhood) may be a powerful contributor to more equitable climate futures. We present a case study of the relationship between a human child, Talon, and a plant called Stinging Nettle. We specifically move to answer: Did the program design support engagement in the recognition of plant personhood? If so, in what ways? The paper describes six dimensions of recognizing plant personhood. Findings illustrate how the program design resulted in the development of a strong human-plant relationship. We discuss implications for STEM and climate change education in supporting ecologically sustainable living and decision-making.
{"title":"“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program","authors":"Nikki McDaid Barry, Megan Bang, Forrest Bruce, Filiberto Barajas-López","doi":"10.1080/07370008.2023.2220852","DOIUrl":"https://doi.org/10.1080/07370008.2023.2220852","url":null,"abstract":"Abstract 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), ontologies (what we believe to be real and how we enact those beliefs), and epistemologies (what we know and how we know it) or AOE. Part of these AOEs include enacting kin relationships through recognizing the personhood of more-than-human beings. We posit that (1) our socio-cultural, political, and ethical orientations regarding human-nature relations affect our behaviors and that (2) shifting the way we view nature (e.g., recognizing plant personhood) may be a powerful contributor to more equitable climate futures. We present a case study of the relationship between a human child, Talon, and a plant called Stinging Nettle. We specifically move to answer: Did the program design support engagement in the recognition of plant personhood? If so, in what ways? The paper describes six dimensions of recognizing plant personhood. Findings illustrate how the program design resulted in the development of a strong human-plant relationship. We discuss implications for STEM and climate change education in supporting ecologically sustainable living and decision-making.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"381 - 404"},"PeriodicalIF":3.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46318503","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}
Pub Date : 2023-05-04DOI: 10.1080/07370008.2023.2197232
S. Kapon, Maayan Schvartzer
{"title":"Guided Inquiry into a Physics Equation","authors":"S. Kapon, Maayan Schvartzer","doi":"10.1080/07370008.2023.2197232","DOIUrl":"https://doi.org/10.1080/07370008.2023.2197232","url":null,"abstract":"","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43906055","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}
Pub Date : 2023-03-30DOI: 10.1080/07370008.2022.2156512
Jessica Watkins
Abstract 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. However, teachers have often experienced STEM in limited ways in their own education and are thereby provided with few resources for re-imagining these disciplines. While teacher educators have designed learning environments that engage teachers in new forms of disciplinary activities, there have been few accounts that describe how teachers make connections between these experiences and dominant narratives that impact their own and their students’ learning. In this study, I report on the experiences of Alma, a white, working-class, female elementary teacher in an online graduate certificate program for K-12 engineering educators. Through her engagement in engineering design in the program, Alma appropriated—transformed and made her own—discourse of the engineering design process in ways that trouble some of the narratives that restrict her, her family, and her students in STEM and in school. Alma’s experiences emphasize the need to consider not just what teachers learn about disciplinary tools and discourses, but how they transform these for their own purposes and contexts.
{"title":"“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM","authors":"Jessica Watkins","doi":"10.1080/07370008.2022.2156512","DOIUrl":"https://doi.org/10.1080/07370008.2022.2156512","url":null,"abstract":"Abstract 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. However, teachers have often experienced STEM in limited ways in their own education and are thereby provided with few resources for re-imagining these disciplines. While teacher educators have designed learning environments that engage teachers in new forms of disciplinary activities, there have been few accounts that describe how teachers make connections between these experiences and dominant narratives that impact their own and their students’ learning. In this study, I report on the experiences of Alma, a white, working-class, female elementary teacher in an online graduate certificate program for K-12 engineering educators. Through her engagement in engineering design in the program, Alma appropriated—transformed and made her own—discourse of the engineering design process in ways that trouble some of the narratives that restrict her, her family, and her students in STEM and in school. Alma’s experiences emphasize the need to consider not just what teachers learn about disciplinary tools and discourses, but how they transform these for their own purposes and contexts.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"405 - 435"},"PeriodicalIF":3.3,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45566735","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}
Pub Date : 2023-01-01Epub Date: 2023-03-07DOI: 10.1080/07370008.2023.2180006
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 an account of how six secondary science teachers collectively explored their views and understandings of the importance of relationships for fostering argumentative sensemaking in classrooms. The educators partnered across four sessions to identify themes that emerged from their autoethnographic writings and discussions. The construct of "diffraction" later helped provide a situated, entangled analysis of how ideas traveled within the group over time. Findings highlight how teachers surfaced the importance of cultivating trusting classroom relationships (between teachers and students as well as between students with one another) to foster the social dialogic elements of argumentation and collective sensemaking. This insight is one not generally emphasized in teacher professional development related to argumentation and has only recently been examined in the research literature. Teachers also reclaimed the idea of "rigor" to encompass discourse that is connected to students' lives and engages them in knowledge-building with others. This study demonstrates how a CAE-inspired teacher professional development model that emphasizes teacher agency and professional knowledge can help educators develop nuanced understandings of argumentation. As more classrooms focus on engaging students in argumentative practices, this study suggests the need for the field of science education to shift its focus to attend more fully to the role of classroom relationships, vulnerability, and trust. This study also suggests promising strategies for helping teachers increase their commitment to enacting productive and expansive classroom argumentation practices that center students' experiences, value diverse sensemaking, and increase equitable opportunities for learning.
{"title":"\"We All Sort of Jump to That Relationship Piece\": Science Teachers' Collaborative Professional Learning About the Role of Relationships in Argumentation.","authors":"Jeanne Ting Chowning","doi":"10.1080/07370008.2023.2180006","DOIUrl":"10.1080/07370008.2023.2180006","url":null,"abstract":"<p><p>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 an account of how six secondary science teachers collectively explored their views and understandings of the importance of relationships for fostering argumentative sensemaking in classrooms. The educators partnered across four sessions to identify themes that emerged from their autoethnographic writings and discussions. The construct of \"diffraction\" later helped provide a situated, entangled analysis of how ideas traveled within the group over time. Findings highlight how teachers surfaced the importance of cultivating trusting classroom relationships (between teachers and students as well as between students with one another) to foster the social dialogic elements of argumentation and collective sensemaking. This insight is one not generally emphasized in teacher professional development related to argumentation and has only recently been examined in the research literature. Teachers also reclaimed the idea of \"rigor\" to encompass discourse that is connected to students' lives and engages them in knowledge-building with others. This study demonstrates how a CAE-inspired teacher professional development model that emphasizes teacher agency and professional knowledge can help educators develop nuanced understandings of argumentation. As more classrooms focus on engaging students in argumentative practices, this study suggests the need for the field of science education to shift its focus to attend more fully to the role of classroom relationships, vulnerability, and trust. This study also suggests promising strategies for helping teachers increase their commitment to enacting productive and expansive classroom argumentation practices that center students' experiences, value diverse sensemaking, and increase equitable opportunities for learning.</p>","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"436-471"},"PeriodicalIF":3.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10707484/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45978054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.1080/07370008.2022.2157418
Bertrand Schneider, Tonya Bryant
{"title":"Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads","authors":"Bertrand Schneider, Tonya Bryant","doi":"10.1080/07370008.2022.2157418","DOIUrl":"https://doi.org/10.1080/07370008.2022.2157418","url":null,"abstract":"","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"1 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257393","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}
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