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Cognition and Instruction
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3.30
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512
Papers 511
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#1Nicole L. Louie (UW: University of Wisconsin-Madison)H-Index: 3
AbstractThere is widespread agreement that students should be supported to experience intellectual agency. However, “traditional,” teacher-centered forms of instruction tend to limit students’ oppo...
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#1Antonia LarraínH-Index: 7
#2Paulina FreireH-Index: 5
Last.Valeska Grau (UC: Pontifical Catholic University of Chile)H-Index: 7
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AbstractPeer argumentation, especially the discussion of contrary points of view, has experimentally been found to be effective in promoting science content knowledge, but how this occurs is still ...
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#1Sergio MorraH-Index: 9
#2Elisa BisagnoH-Index: 1
Last.Irene C. Mammarella (UNIPD: University of Padua)H-Index: 23
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AbstractThis article reconsiders Case’s theory of central conceptual structures (CCS), examining the relation between working memory and the acquisition of quantitative CCS. The lead hypothesis is ...
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#1Niral Shah (UW: University of Washington)H-Index: 7
#2Colleen M. Lewis (HMC: Harvey Mudd College)H-Index: 10
AbstractResearch on collaborative learning has focused on its potential to foster successful problem solving. Less attention, though, has been given to issues of equity. In this article, we investi...
1 CitationsSource
#1Abby Reisman (UPenn: University of Pennsylvania)H-Index: 4
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AbstractA troubling gap exists between the current state of history assessment and the knowledge and skills deemed essential for students to thrive in the 21st century. We propose a new assessment ...
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#1Dick van Straaten (Hogeschool van Amsterdam)H-Index: 2
#2Arie Wilschut (Hogeschool van Amsterdam)H-Index: 4
Last.Ruben Fukkink (Hogeschool van Amsterdam)H-Index: 16
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AbstractAlthough history standards generally aim at developing historical consciousness among secondary school students, there is not much research-based knowledge to support making connections bet...
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#1Keith Weber (RU: Rutgers University)H-Index: 18
#2Kristen Lew (Texas State University)
Last.Juan Pablo Mejía-Ramos (RU: Rutgers University)H-Index: 12
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AbstractIn mathematics education, researchers commonly infer students’ standards of conviction from the justifications that they produce. Specifically, if students justify a mathematical statement ...
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#1Patricia M. Buenrostro (Vandy: Vanderbilt University)H-Index: 1
#2Josh Radinsky (UIC: University of Illinois at Chicago)H-Index: 9
AbstractCritical math and science educators have argued for pedagogies that focus on equity, social justice, and the identities of learners. To inform debates about the purposes and values of math ...
1 CitationsSource
#1Jrène Rahm (UdeM: Université de Montréal)H-Index: 12
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#1Roberto de Roock (NTU: Nanyang Technological University)H-Index: 2
#2Mark Baildon (NTU: Nanyang Technological University)H-Index: 8
AbstractThere is a great need for interrogating the politics of science, technology, engineering, and mathematics (STEM) learning at a global level and for STEM literacies that include robust socio...
2 CitationsSource
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