Pub Date : 2021-09-03DOI: 10.1080/07370008.2021.1973007
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 collected in ethnographic fashion, in both field notes and video records, and data analysis focused on the interactional details in which students’ multiple identities were actively negotiated. Our descriptive analysis reveals some novel types of identities (e.g. collective and “occupational”) that students enacted in daily social situations, which suggests that students’ identity repertoire is more extensive and diverse than usually accounted for. In addition, students’ identity work at the margins was most frequently tied to the dynamics and structure of the locally established, small-sized social groups in which students routinely clustered and thus reflected locally grounded identities (rather than normative categories of gender, race, and class identities). Finally, because students’ activities shared continuities with biology content and practices, knowing and learning of biology were implicated in their identity work. We close by drawing implications of these findings for contemporary pedagogical approaches and teachers’ instructional practices.
{"title":"An Investigation of Students’ Identity Work and Science Learning at the Classroom Margins","authors":"Flávio S. Azevedo, Michele J. Mann","doi":"10.1080/07370008.2021.1973007","DOIUrl":"https://doi.org/10.1080/07370008.2021.1973007","url":null,"abstract":"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 collected in ethnographic fashion, in both field notes and video records, and data analysis focused on the interactional details in which students’ multiple identities were actively negotiated. Our descriptive analysis reveals some novel types of identities (e.g. collective and “occupational”) that students enacted in daily social situations, which suggests that students’ identity repertoire is more extensive and diverse than usually accounted for. In addition, students’ identity work at the margins was most frequently tied to the dynamics and structure of the locally established, small-sized social groups in which students routinely clustered and thus reflected locally grounded identities (rather than normative categories of gender, race, and class identities). Finally, because students’ activities shared continuities with biology content and practices, knowing and learning of biology were implicated in their identity work. We close by drawing implications of these findings for contemporary pedagogical approaches and teachers’ instructional practices.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"179 - 205"},"PeriodicalIF":3.3,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42222982","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 : 2021-08-30DOI: 10.1080/07370008.2021.1958219
R. 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 have been few empirical studies that explore whether or how material artifacts are attributed agency by human participants. This paper contributes to this issue by analyzing interactions between professor and student in design studio classrooms, where the student’s created work is the central focus. I analyze the close coordination of talk—including syntactic constructions and verb aspect—with nonverbal action, including eye gaze, gesture, body orientation, and body position. In the first set of findings, I identify six interactional mechanisms that attribute agency to the work, in both verbal and nonverbal modalities. I demonstrate that through the use of these six laminated multimodal resources, the student’s creative work is socially constructed as an agentive participant. These findings contribute to our understanding of the role of artifact agency in social practices. In the second set of findings, I show how professors enlist these six practices in discursive patterns that scaffold students in mastering the dialogue of creativity: a process that distributes creative agency between the student and their unfolding work. These dialogues model for students a creative process characterized by iteration, ambiguity, exploration, and emergence. I conclude by discussing the implications for our understanding of teaching and learning for creativity.
{"title":"The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent","authors":"R. Sawyer","doi":"10.1080/07370008.2021.1958219","DOIUrl":"https://doi.org/10.1080/07370008.2021.1958219","url":null,"abstract":"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 have been few empirical studies that explore whether or how material artifacts are attributed agency by human participants. This paper contributes to this issue by analyzing interactions between professor and student in design studio classrooms, where the student’s created work is the central focus. I analyze the close coordination of talk—including syntactic constructions and verb aspect—with nonverbal action, including eye gaze, gesture, body orientation, and body position. In the first set of findings, I identify six interactional mechanisms that attribute agency to the work, in both verbal and nonverbal modalities. I demonstrate that through the use of these six laminated multimodal resources, the student’s creative work is socially constructed as an agentive participant. These findings contribute to our understanding of the role of artifact agency in social practices. In the second set of findings, I show how professors enlist these six practices in discursive patterns that scaffold students in mastering the dialogue of creativity: a process that distributes creative agency between the student and their unfolding work. These dialogues model for students a creative process characterized by iteration, ambiguity, exploration, and emergence. I conclude by discussing the implications for our understanding of teaching and learning for creativity.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"459 - 487"},"PeriodicalIF":3.3,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59732199","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 : 2021-07-10DOI: 10.1080/07370008.2021.1936529
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 prior experiences, it may be possible to bootstrap students’ abilities to interpret and make sense of data. Taking that possibility seriously, this article describes some of the gains observed in students’ statistical reasoning following a quantified self, wearables-based elementary statistics unit and provides a theoretical framework drawing from cognitive psychology, embodiment, and situative perspectives to characterize how prior experience is used as a resource in data sense-making when the data are about students’ own physical experiences. This framework centralizes and interrogates the work of “remembering” prior experiences and articulates how remembering is involved in interpreting quantified self data. Specifically, the framework emphasizes that remembering in service of data interpretation is a reconstructive act that draws from both general and specific embodied resources and that the work of reconstructive remembering in the classroom is both individual and multi-participant work. To demonstrate measured learning gains and illustrate the framework, written assessment results and descriptive cases of student and teacher discussions about quantified self data from two sixth-grade classes participating in a classroom design experiment are provided. Both a discussion of and recommendations for ethical considerations related to quantified self data in education are also provided.
{"title":"Remembering What Produced the Data: Individual and Social Reconstruction in the Context of a Quantified Self Elementary Data and Statistics Unit","authors":"Victor R. Lee, Joel Drake, Ryan Cain, Jeffrey Thayne","doi":"10.1080/07370008.2021.1936529","DOIUrl":"https://doi.org/10.1080/07370008.2021.1936529","url":null,"abstract":"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 prior experiences, it may be possible to bootstrap students’ abilities to interpret and make sense of data. Taking that possibility seriously, this article describes some of the gains observed in students’ statistical reasoning following a quantified self, wearables-based elementary statistics unit and provides a theoretical framework drawing from cognitive psychology, embodiment, and situative perspectives to characterize how prior experience is used as a resource in data sense-making when the data are about students’ own physical experiences. This framework centralizes and interrogates the work of “remembering” prior experiences and articulates how remembering is involved in interpreting quantified self data. Specifically, the framework emphasizes that remembering in service of data interpretation is a reconstructive act that draws from both general and specific embodied resources and that the work of reconstructive remembering in the classroom is both individual and multi-participant work. To demonstrate measured learning gains and illustrate the framework, written assessment results and descriptive cases of student and teacher discussions about quantified self data from two sixth-grade classes participating in a classroom design experiment are provided. Both a discussion of and recommendations for ethical considerations related to quantified self data in education are also provided.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"367 - 408"},"PeriodicalIF":3.3,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1936529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41881852","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 : 2021-07-06DOI: 10.1080/07370008.2021.1934683
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 develops and its specific role as a component of disciplinary knowledge within a larger complex knowledge system. Grounded in an existing theory of conceptual change, Knowledge in Pieces (KiP), we view knowledge as a complex system consisting of both perceptual and inferential parts. We demonstrate how these perceptual and inferential parts can be related to each other in the developing knowledge systems of learners engaged in scientific observation in field geology. In the analysis we examine in-service science teachers’ observations of bedrock while they were aiming to generate an understanding of the relevant historical geological processes. The analysis documents the moment-to-moment complex relationships between the perceptual and inferential parts of a knowledge system and thus offers an empirical account of how observation is situated within a knowledge system. The results challenge the notion that scientific observation is a simple skill by demonstrating how discipline-specific knowledge is mobilized during scientific observation in a field-based setting. This work has implications for science education instruction.
摘要科学观察是课堂探究和儿童科学探究与解释的核心。年幼的孩子可能很难观察，研究表明，从事复杂观察任务的专业科学家，当他们拥有完善的学科知识时，就能观察到详细的模式。然而，很少有研究涉及这种观察性专业知识是如何发展的，以及它在更大的复杂知识系统中作为学科知识组成部分的具体作用。基于现有的概念变化理论，知识碎片(Knowledge in Pieces, KiP)，我们认为知识是一个复杂的系统，包括感知部分和推理部分。我们展示了这些感知和推理部分如何在从事野外地质科学观察的学习者发展的知识系统中相互关联。在分析中，我们检查了在职科学教师对基岩的观察，而他们的目的是产生对相关历史地质过程的理解。该分析记录了知识系统的感知部分和推理部分之间时刻到时刻的复杂关系，从而提供了观察如何位于知识系统中的经验说明。研究结果通过展示如何在实地科学观察中调动特定学科的知识，挑战了科学观察是一项简单技能的观念。本研究对科学教育教学具有启示意义。
{"title":"Unpacking the Complexity in Learning to Observe in Field Geology","authors":"Lauren A. Barth-Cohen, Sarah K. Braden","doi":"10.1080/07370008.2021.1934683","DOIUrl":"https://doi.org/10.1080/07370008.2021.1934683","url":null,"abstract":"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 develops and its specific role as a component of disciplinary knowledge within a larger complex knowledge system. Grounded in an existing theory of conceptual change, Knowledge in Pieces (KiP), we view knowledge as a complex system consisting of both perceptual and inferential parts. We demonstrate how these perceptual and inferential parts can be related to each other in the developing knowledge systems of learners engaged in scientific observation in field geology. In the analysis we examine in-service science teachers’ observations of bedrock while they were aiming to generate an understanding of the relevant historical geological processes. The analysis documents the moment-to-moment complex relationships between the perceptual and inferential parts of a knowledge system and thus offers an empirical account of how observation is situated within a knowledge system. The results challenge the notion that scientific observation is a simple skill by demonstrating how discipline-specific knowledge is mobilized during scientific observation in a field-based setting. This work has implications for science education instruction.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"233 - 265"},"PeriodicalIF":3.3,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1934683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48459722","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 : 2021-07-05DOI: 10.1080/07370008.2021.1945064
L. Finch, Celeste Moreno, R. B. 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 that draw on art, science, and computing. We developed a classroom project genre, Luminous Science, that was designed to bridge disciplinary materialities, epistemologies, and representations through students’ construction of computationally-rich representations of physical phenomena. We present a study of a multidisciplinary group of teachers co-designing a Luminous Science unit for their classrooms using sculptural lanterns with programmable media for both investigations and expressions of classroom gardens. We present a framework for examining what disciplinary understandings teachers drew on, how these ideas were utilized, and why they were brought together. We found teachers engaged in richly metarepresentational discussions wherein they applied values, epistemic criteria, and practices from all three constituent fields of study in their design work. We show how teachers developed units that simultaneously overlapped and diverged due to the pressures of navigating disciplinary and school structural challenges. Qualitative analysis of teacher discourse reveals how teachers liberated disciplinary boundaries, actively and critically explored synergies and tensions in disciplinary integration, and traversed goals that focused on both disciplinary improvement and holistic learning. Our study sheds light on how we can both study teachers who are designing for disciplinary integration and support them through professional development opportunities to encourage more transdisciplinary interactions that can expand what it means to do or teach art, science, and computing.
{"title":"Luminous Science: Teachers Designing For and Developing Transdisciplinary Thinking and Learning","authors":"L. Finch, Celeste Moreno, R. B. Shapiro","doi":"10.1080/07370008.2021.1945064","DOIUrl":"https://doi.org/10.1080/07370008.2021.1945064","url":null,"abstract":"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 that draw on art, science, and computing. We developed a classroom project genre, Luminous Science, that was designed to bridge disciplinary materialities, epistemologies, and representations through students’ construction of computationally-rich representations of physical phenomena. We present a study of a multidisciplinary group of teachers co-designing a Luminous Science unit for their classrooms using sculptural lanterns with programmable media for both investigations and expressions of classroom gardens. We present a framework for examining what disciplinary understandings teachers drew on, how these ideas were utilized, and why they were brought together. We found teachers engaged in richly metarepresentational discussions wherein they applied values, epistemic criteria, and practices from all three constituent fields of study in their design work. We show how teachers developed units that simultaneously overlapped and diverged due to the pressures of navigating disciplinary and school structural challenges. Qualitative analysis of teacher discourse reveals how teachers liberated disciplinary boundaries, actively and critically explored synergies and tensions in disciplinary integration, and traversed goals that focused on both disciplinary improvement and holistic learning. Our study sheds light on how we can both study teachers who are designing for disciplinary integration and support them through professional development opportunities to encourage more transdisciplinary interactions that can expand what it means to do or teach art, science, and computing.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"512 - 560"},"PeriodicalIF":3.3,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1945064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46939303","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 : 2021-07-03DOI: 10.1080/07370008.2021.1928133
David DeLiema, Noel Enyedy, Francis F. 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 approach to documenting and understanding the live construction of students’ spatial models; and offers new implications for the teaching of spatially complex concepts. We start with a study of how undergraduate students playfully gesture the first-person movements of components of an engineering system, step out to depict how the system appears from the outside, and all the while track how the components of the system spatially interact in the open canvas of empty space around the body. Students who manage all three—switching from character viewpoints to observer viewpoints while maintaining a coherent organization of space—better learn the engineering concept. We then examine this process in the unscripted discourse of a classroom of 1st and 2nd graders pretend-playing as bees. This second study extends the analysis of interactions between spatial reasoning and viewpoint into unplanned teacher-student discourse (including adjustments in talk and action over time) and a materially rich setting. In all, the paper formulates an embodied learning framework that integrates viewpoint and spatial reasoning with implications for learning design.
{"title":"Integrating Viewpoint and Space: How Lamination across Gesture, Body Movement, Language, and Material Resources Shapes Learning","authors":"David DeLiema, Noel Enyedy, Francis F. Steen, Joshua A. Danish","doi":"10.1080/07370008.2021.1928133","DOIUrl":"https://doi.org/10.1080/07370008.2021.1928133","url":null,"abstract":"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 approach to documenting and understanding the live construction of students’ spatial models; and offers new implications for the teaching of spatially complex concepts. We start with a study of how undergraduate students playfully gesture the first-person movements of components of an engineering system, step out to depict how the system appears from the outside, and all the while track how the components of the system spatially interact in the open canvas of empty space around the body. Students who manage all three—switching from character viewpoints to observer viewpoints while maintaining a coherent organization of space—better learn the engineering concept. We then examine this process in the unscripted discourse of a classroom of 1st and 2nd graders pretend-playing as bees. This second study extends the analysis of interactions between spatial reasoning and viewpoint into unplanned teacher-student discourse (including adjustments in talk and action over time) and a materially rich setting. In all, the paper formulates an embodied learning framework that integrates viewpoint and spatial reasoning with implications for learning design.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"328 - 365"},"PeriodicalIF":3.3,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1928133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46010201","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 : 2021-04-28DOI: 10.1080/07370008.2021.1913162
Danielle T. 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. It is therefore important to explore how culture shapes children’s learning in the family context. I seek to understand what the concept of family culture explicates about young children’s learning through inquiry and how children participate in shaping family culture. Drawing on Nasir, Rosebery, Warren, and Lee’s definition of culture, I explore how family culture serves as substrate—resources for interaction—that can be built, reified, and transformed in interaction. Using the analytical lens of Domain of Value (DoV)—constellations of valued purposes and practices associated with collections of phenomena—I present a case study of two families and how an understanding of a family DoV contextualizes moments of learning through inquiry. This analysis supports understanding how the contextual horizon traced through interactional histories sheds light on practices children draw upon when inquiring about their world with others. Through this analysis I explore how family culture serves as context for learning and how children shape that culture. By explicating the role of family culture on children’s learning, this work contributes to understanding cultural variability. This work also pushes against monolithic representations of cultural communities and narratives of any singular “normal” developmental pathway. Finally, this work demonstrates the competence and brilliance of young children as they co-construct inquiry about their world, shape their family culture, and then connect to these cultural resources in new contexts.
{"title":"Family Culture as Context for Learning through Inquiry","authors":"Danielle T. Keifert","doi":"10.1080/07370008.2021.1913162","DOIUrl":"https://doi.org/10.1080/07370008.2021.1913162","url":null,"abstract":"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. It is therefore important to explore how culture shapes children’s learning in the family context. I seek to understand what the concept of family culture explicates about young children’s learning through inquiry and how children participate in shaping family culture. Drawing on Nasir, Rosebery, Warren, and Lee’s definition of culture, I explore how family culture serves as substrate—resources for interaction—that can be built, reified, and transformed in interaction. Using the analytical lens of Domain of Value (DoV)—constellations of valued purposes and practices associated with collections of phenomena—I present a case study of two families and how an understanding of a family DoV contextualizes moments of learning through inquiry. This analysis supports understanding how the contextual horizon traced through interactional histories sheds light on practices children draw upon when inquiring about their world with others. Through this analysis I explore how family culture serves as context for learning and how children shape that culture. By explicating the role of family culture on children’s learning, this work contributes to understanding cultural variability. This work also pushes against monolithic representations of cultural communities and narratives of any singular “normal” developmental pathway. Finally, this work demonstrates the competence and brilliance of young children as they co-construct inquiry about their world, shape their family culture, and then connect to these cultural resources in new contexts.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"242 - 274"},"PeriodicalIF":3.3,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1913162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41673294","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 : 2021-04-10DOI: 10.1080/07370008.2021.1908288
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 on sites near the top of search results and privileged evidence from primary sources. In contrast, historians and fact checkers used the search results as a source to help them understand the political context in which their query had landed them and to select reliable sources. Additionally, they searched for evidence from authoritative secondary sources. Implications for teaching online research and historical inquiry are explored.
{"title":"Internet or Archive? Expertise in Searching for Digital Sources on a Contentious Historical Question","authors":"Sarah McGrew","doi":"10.1080/07370008.2021.1908288","DOIUrl":"https://doi.org/10.1080/07370008.2021.1908288","url":null,"abstract":"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 on sites near the top of search results and privileged evidence from primary sources. In contrast, historians and fact checkers used the search results as a source to help them understand the political context in which their query had landed them and to select reliable sources. Additionally, they searched for evidence from authoritative secondary sources. Implications for teaching online research and historical inquiry are explored.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"488 - 516"},"PeriodicalIF":3.3,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1908288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47784767","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 : 2021-03-12DOI: 10.1080/07370008.2021.1896521
R. Tzur, H. Johnson, A. Norton, Alan Davis, Xin Wang, M. Ferrara, Cody Harrington, Nicola M. 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 spontaneously used one of three additive strategies—counting-on, doubling, or break-apart-make-ten (BAMT)—to correctly solve an addition word problem (8 + 7). We found between-group differences, with asymmetric association of those ordinal variables. We found counting-on to be mainly related to premultiplicative reasoning and BAMT to mDC reasoning. We discuss the theoretical significance and implications of this corroboration of Steffe’s model.
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Pub Date : 2021-03-08DOI: 10.1080/07370008.2021.1891070
A. Bal, Kemal Afacan, Tremayne L Clardy, H. 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 to address an inner contradiction that they face—racial disproportionality in school discipline. Learning Lab members excavated and analyzed the school’s discipline system with its activities and disturbances and designed a new school-wide behavioral support system that is responsive to diverse experiences, perspectives, practices, and goals of their school community. A qualitative analysis of the Learning Lab process was conducted related to the development of the new system. Members examined outcomes in the existing discipline system, identified daily manifestations of the inner contradiction and collectively designed a culturally responsive system. The study showed the “how” of a systemic design and transformation process that helped develop a deeper understanding of educational change as a form of collective learning. The study demonstrated how a secondary artifact (system mapping) might facilitate movement from problem-definition to envisioning new possibilities. Given the inability of top-down education policies to impact sustained systemic transformation in schools, Learning Lab provides an ecologically valid collective knowledge-production and systemic design process that shows the possibilities of transforming marginalizing systems from the ground-up and collectively envisioning schools as spaces of solidarity, emancipation, and innovation.
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