Cognitive Science
Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)
Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Lehrer, Miller, and Peake)
We are investigating the development of middle-schoolers' understandings and practices of modeling in the context of investigations of variability and change in ecosystems. We are studying how and to what extent students' participation in distinct forms of modeling informs their classroom-based citizen science investigations.
Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Lehrer, Miller, and Peake)
We are investigating the development of middle-schoolers' understandings and practices of modeling in the context of investigations of variability and change in ecosystems. We are studying how and to what extent students' participation in distinct forms of modeling informs their classroom-based citizen science investigations.
Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Lehrer, Miller, and Peake)
We are investigating the development of middle-schoolers' understandings and practices of modeling in the context of investigations of variability and change in ecosystems. We are studying how and to what extent students' participation in distinct forms of modeling informs their classroom-based citizen science investigations.
Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction
Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept.
This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
In-Game Actions to Promote Game-Based Math Learning Engagement
Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).
This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).