Cognition & Instruction is an academic journal interested in the study of foundational issues, processes, and conditions of learning.
Nashville, TN
Joined July 2016
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We are pleased to share "Then Nettle People won't be Lonely: recognizing the personhood of plants in an Indigenous STEAM summer program," a new publication by @nikkimc_barry, Megan Bang, Forrest Bruce & Filiberto Barajas-Lopez! @IndigenousSTEAM ... 1/3
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This paper explains how Indigenous scholars, educators & community members designed for sustainable & thriving human-nature kin relations through pedagogical materials & storylines in Megan Bang's @IndigenousSTEAM summer program .... 2/3
The paper also shows the success of the design in building kin relations between youth and plants through a case study of relations between a youth, Talon, and a plant, Stinging Nettle, over 5 years of participation in the @IndigenousSTEAM summer program. 3/3
Need a good beach read? Check out our summer issue! Three great articles focused on students' and teachers' math learning and instruction.
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We explore sensemaking and appropriating physics equations into a scientific inquiry as a process of learning to read fluently with a high level of reading comprehension and to express one’s thoughts in writing. Read the paper to learn more!
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What can we learn from conceptualizing mathematics in physics as a language? We present a longitudinal analysis of learning to participate in this practice, complementing more standard cognitivist accounts of mathematical sense-making.
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We explore the use of equations in physics inquiry as an engagement in practice and illustrate how learning to participate in this practice can be analyzed by researchers and instructionally implemented by teachers. Read the paper to learn more!
🚨 New publication alert! Open access article "Guided Inquiry into a Physics Equation" by Shulamit Kapon & Maayan Schvartzer is available now!
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How can teachers resist dominant narratives? Learn from an elementary teacher, Alma, who appropriated the engineering design process to transform narratives that restricted her and her students in this open access article by Dr. Jessica Watkins. tandfonline.com/doi/full/10.…
🚨 New publication alert! Check out this open access article by Dr. Jessica Watkins that examines how a female elementary teacher appropriated and transformed dominant discourses of STEM to trouble restrictive narratives. tandfonline.com/doi/full/10.…
Check out our newest issue! tandfonline.com/toc/hcgi20/c…
Four new articles focus on teaching and learning in STEM and CS in classrooms and museums.
How can secondary science Ts’ collaborative professional learning explore relationships in argumentation? Here, Ts surfaced the importance of cultivating trusting classroom relationships to foster the social dialogic elements of argumentation. @jchowning
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Learn how @sciedhutch secondary science teachers used collaborative autoethnography as a part of a professional learning strategy to examine the importance of relationships for student argumentation. @jchowning tandfonline.com/doi/full/10.…
Ts guide their own collaborative professional learning to examine social & cultural dimensions of scientific practices: @sciedhutch Ts surfaced the role of relationships & trust in fostering productive argumentation in secondary science classes. @jchowning tandfonline.com/doi/full/10.…
🚨 First issue of 2023 is live! If you missed the online releases, read these gems that explore learning through Indigenous relationality, in Muslim schools, as it unfolds in family care practices, and in middle school STEM classes.
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When learners work toward shared goals, more is happening than meets the eye. @schneibe and @tonyaybryant study dual eye-tracking data with the goal of designing a more holistic proxy for collaboration that includes cooperative work and its impact on learning gains.
This study of a teacher learning community examines how deep explorations of mathematical sense-making supported beginning teachers to push back on pervasive deficit views of the young people in their classrooms.
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Learn about how beginning teachers used their own experience doing mathematics to find a sense of shared humanity with young people in the human experience of mathematical struggle.
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How can cycles of collaboration and cooperation be modeled using dual mobile eye-tracking data? In this paper, we present an analysis of a collaborative learning activity using mixed methods. Read the paper to learn more! @schneibe @tonyaybryant
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How might we support beginning teachers to honor the dignity of young people as mathematical learners? This paper highlights generative possibilities for joyful teacher learning in community.
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