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Plausibility Reappraisals and Shifts in Middle School Students' Climate Change Conceptions
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Lombardi, Doug; Sinatra, Gale M.; Nussbaum, E. Michael – Learning and Instruction, 2013
Plausibility is a central but under-examined topic in conceptual change research. Climate change is an important socio-scientific topic; however, many view human-induced climate change as implausible. When learning about climate change, students need to make plausibility judgments but they may not be sufficiently critical or reflective. The…
Descriptors: Climate, Concept Formation, Environmental Education, Middle School Students
Effects of Three Diagram Instruction Methods on Transfer of Diagram Comprehension Skills: The Critical Role of Inference While Learning
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Cromley, Jennifer G.; Bergey, Bradley W.; Fitzhugh, Shannon; Newcombe, Nora; Wills, Theodore W.; Shipley, Thomas F.; Tanaka, Jacqueline C. – Learning and Instruction, 2013
Can students be taught to better comprehend the diagrams in their textbooks? Can such teaching transfer to uninstructed diagrams in the same domain or even in a new domain? What methods work best for these goals? Building on previous research showing positive results compared to control groups in both laboratory studies and short-term…
Descriptors: Reading Comprehension, Cooperative Learning, Biology, Control Groups
Efficiency and Flexibility of Indirect Addition in the Domain of Multi-Digit Subtraction
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Torbeyns, Joke; Ghesquiere, Pol; Verschaffel, Lieven – Learning and Instruction, 2009
This article discusses the characteristics of the indirect addition strategy (IA) in the domain of multi-digit subtraction. In two studies, adults' use of IA on three-digit subtractions with a small, medium, or large difference between the integers was analysed using the choice/no-choice method. Results from both studies indicate that adults…
Descriptors: Models, Learning Strategies, Subtraction, Teaching Methods
Outlining the Teaching-Learning Process: Piotr Gal'perin's Contribution.
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Haenen, Jacques – Learning and Instruction, 2001
Summarizes the teaching-learning theory of Piotr Gal'perin and discusses its use in classrooms. Gal'perin extended L. Vygotsky's zone of proximal development to include a teaching-learning model of the formation of mental actions that integrates the notions of mediation, activity, and internalization. (SLD)
Descriptors: Educational Theories, Learning, Models, Teaching Methods
The Development of Early Symbolization: Educational Implications.
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Deloache, Judy S.; Uttal, David H.; Pierroutsakos, Sophia L. – Learning and Instruction, 1998
Research on young children and their understanding and use of models indicates that they have particular difficulty understanding and using symbols that are in themselves interesting objects (have dual representation). Implications for the use of symbols for educational purposes are discussed, reviewing several commonly used symbolic objects. (SLD)
Descriptors: Cognitive Development, Comprehension, Difficulty Level, Models
Conceptual Change in the Physical Sciences.
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Vosniadou, Stella, Ed.; Saljo, Roger, Ed. – Learning and Instruction, 1994
The seven articles of this theme issue bring together recent theoretical work in investigating the kind of conceptual change that occurs in the learning of the physical sciences. How conceptual change occurs and the implications for science instruction are considered. (SLD)
Descriptors: Cognitive Processes, Cognitive Psychology, Concept Formation, Educational Theories
The Situated Dynamics of Peer Group Interaction: An Introduction to an Analytic Framework.
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Kumpulainen, Kristiina; Mutanen, Mika – Learning and Instruction, 1999
Introduces a descriptive system of analysis of peer-group interaction that consists of a three-dimensional analysis of peer-group interaction by focusing on the functions of verbal interaction and the nature of cognitive processing and social processing. Twenty 12-year-old students from one Finnish classroom participated in the study. Empirical…
Descriptors: Cognitive Processes, Elementary Education, Evaluation Methods, Foreign Countries
The Cognitive Apprenticeship Model in a Technologically Rich Learning Environment: Interpreting the Learning Interaction.
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Jarvela, Sanna – Learning and Instruction, 1995
Qualitative features of teacher-student interaction during classroom teaching and learning while modern technological thinking and problem-solving skills were mediated were studied for 22 seventh-grade boys in Finland. Reciprocal understanding between teacher and student were necessary in order for the teacher's special instructional assistance to…
Descriptors: Educational Environment, Educational Technology, Foreign Countries, Grade 7
Towards a Revised Cognitive Psychology for New Advances in Learning and Instruction.
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Vosniadou, Stella – Learning and Instruction, 1996
It is argued that cognitive psychology has contributed to advances in learning and instruction not so much because of its original epistemology and implicit theory of learning as because of its methodology. A revised epistemology conceptualizing the mind as a developing biological system will bring new advances in understanding learning. (SLD)
Descriptors: Academic Achievement, Biological Influences, Cognitive Psychology, Educational Theories