Cognitive Science

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.

Gina’s mathematics: Thinking, tricks, or “teaching”?

Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.

Author/Presenter: 
Jessica H.Hunt
Beth L.MacDonald
JuanitaSilva
Year: 
2019
Short Description: 
This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices

Author/Presenter: 
Alejandra J. Magana
Hayden W. Fennell
Camilo Vieira
Michael L. Falk
Lead Organization(s): 
Year: 
2019
Short Description: 
Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.

What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children

Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games.

Author/Presenter: 
Amanda Strawhacker
Marina Umaschi Bers
Lead Organization(s): 
Year: 
2018
Short Description: 
This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention called ScratchJr.

Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

STEM Categorization: 
Day: 
Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

Session Types: 

How to better understand the diverse mathematical thinking of learners

In this article Jessica Hunt explores the use of clinical interviews to gain a deep understanding of students' knowledge. Examples of clinical interviews are provided and advice for planning, giving and interpreting the results of interviews is also included.

Hunt, J.H. (2015). How to better understand the diverse mathematical thinking of learners. Australian Primary Mathematics Classroom, 20(2), 15-21.

Author/Presenter: 
Jessica Hunt
Lead Organization(s): 
Year: 
2015

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities

Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student’s problem-solving strategies. Despite qualitative differences in thinking and representation use in students with LD that may exist, existing frameworks of student’s strategies for solving fraction problems are not inclusive of students with LD.

Author/Presenter: 
Jessica Hunt
Susan Empson
Lead Organization(s): 
Year: 
2014

Levels of Participatory Conceptions of Fractional Quantity Along a Purposefully Sequenced Series of Equal Sharing Tasks: Stu's Trajectory

Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity.

Author/Presenter: 
Jessica Hunt
Arla Westenskow
Juanita Silva
Jasmine Welch-Ptak
Lead Organization(s): 
Year: 
2016
Short Description: 
Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity. This case study extends current literature by presenting KUs of fractional quantity, evidenced through problem solving strategies, observable operations, and naming/quantification of one fifth grader with LD before, during, and after seven instructional sessions situated in equal sharing.

Pages

Subscribe to Cognitive Science