Cognitive Science

The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes

Principal Investigator: 

Attitudes and beliefs about math and space have been found to be predictive of STEM participation and achievement, with females generally reporting lower math and spatial self-concept and higher anxieties related to these domains (e.g., Sokolowski et al., 2019). However, little work to date has explored the acquisition of these attitudes and beliefs, particularly related to the domain of space. This is important, because comparing the acquisition of math and spatial attitudes and beliefs may shed light on potential interventions for improving STEM outcomes.

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Mathematical Learning via Architectural Design and Modeling Using E-Rebuild

Principal Investigator: 

This poster presentation will introduce the current study findings governing the design and implementation of E-Rebuild, a 3D architecture and math game that aims to promote versatile representation and epistemic practice of mathematics for students in grades 6th-8th. Utilizing the real-time, evidence-centered in-game learning assessment and a game-level editor, E-Rebuild enables not only problem-based mathematical thinking and learning, but also adaptive learner support during gameplay and participatory design of game-based math problems.

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A Practice-Based Online Learning Environment for Scientific Inquiry with Digitized Museum Collections in Middle School Classrooms

Principal Investigator: 

EPIC Bioscience engages middle school students in authentic scientific practices via NGSS-aligned investigations of museum specimens. Students complete interactive activities to build prior knowledge and context, then use digitized specimens to collect and analyze relevant data. Findings are applied to pressing global issues such as biodiversity loss, geographic range changes in populations, and diminishing resources. Key challenges in the development of online, specimen-based science investigations are addressed using example interactions and analyses from EPIC investigations.

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Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)

Principal Investigator: 
Transforming Engineering Education in Middle Schools (TEEMS) is an NGSS-aligned middle school curriculum that utilizes heroic stories to engage students in learning engineering and science concepts.
 
Our curriculum consists of multiweek units covering Principles of Engineering Design and Materials, Tools, and Manufacturing,  as well as six shorter integrated engineering/science lessons.
 
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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.

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Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

Principal Investigator: 
The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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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.

Author/Presenter: 
Glenn W. Ellis
Jeremiah Pina
Rebecca Mazur
Al Rudnitsky
Beth McGinnis-Cavanaugh
Isabel Huff
Sonia Ellis
Crystal M. Ford
Kate Lytton
Kaia Claire Cormier
Year: 
2020
Short Description: 

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.

Resource(s): 

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.

Author/Presenter: 
Jessica H. Hunt
Juanita Silva
Rachel Lambert
Year: 
2019
Short Description: 

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).

Author/Presenter: 
Jewoong Moon
Fengfeng Ke
Lead Organization(s): 
Year: 
2019
Short Description: 

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).

Profiling Self-Regulation Behaviors in STEM Learning of Engineering Design

Engineering design is a complex process which requires science, technology, engineering, and mathematic (STEM) knowledge. Students' self-regulation plays a critical role in interdisciplinary tasks. However, there is limited research investigating whether and how self-regulation leads to different learning outcomes among students in engineering design. This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

Author/Presenter: 
Juan Zheng
Wanli Xing
Gaoxia Zhu
Guanhua Chen
Henglv Zhao
Charles Xie
Lead Organization(s): 
Year: 
2019
Short Description: 

This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

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