“What Happened Needs to Be Told”: Fostering Critical Historical Reasoning in the Classroom

JOURNAL ARTICLE published 2 October 2015 in Cognition and Instruction

Authors: Eric B. Freedman

Primary-Grade Students' Knowledge and Thinking About the Supply of Utilities (Water, Heat, and Light) to Modern Homes

JOURNAL ARTICLE published March 2003 in Cognition and Instruction

Authors: Jere Brophy | Janet Alleman

Learning to Quantify Relationships Among Weight, Size, and Kind of Material

JOURNAL ARTICLE published 2 January 2017 in Cognition and Instruction

Authors: Chunhua Liu | David W. Carraher | Analúcia D. Schliemann | Paul Wagoner

“We Learn How to Predict and be a Scientist”: Early Science Experiences and Kindergarten Children's Social Meanings About Science

JOURNAL ARTICLE published 19 October 2009 in Cognition and Instruction

Authors: Panayota Mantzicopoulos | Ala Samarapungavan | Helen Patrick

Reading in Relation: Youth Mentors and Adults Co-Constructing Teaching and Learning in a High School Literacy Classroom

JOURNAL ARTICLE published 16 May 2024 in Cognition and Instruction

Authors: Katherine K. Frankel | Asha K. Nidumolu | Alessandra E. Ward | Susan S. Fields

Making a Circle: Tool Use and the Spaces Where We Live

JOURNAL ARTICLE published August 2006 in Cognition and Instruction

Authors: Tracy Noble | Cara DiMattia | Ricardo Nemirovsky | Apolinario Barros

"You Understand, But You Don't Believe It": Tracing the Stabilities and Instabilities of Interaction in a Physics Classroom Through a Multidimensional Framework

JOURNAL ARTICLE published March 1999 in Cognition and Instruction

Authors: Kevin M. Leander | David E. Brown

ABSTRACTS

JOURNAL ARTICLE published November 1993 in Cognition and Instruction

Understanding Written Instructions: The Role of an Explanatory Schema

JOURNAL ARTICLE published September 1984 in Cognition and Instruction

Authors: Edward E. Smith | Lorraine Goodman

The Role of Student Processing of Feedback in Classroom Achievement

JOURNAL ARTICLE published September 1987 in Cognition and Instruction

Authors: Ellen D. Gagné | Robert J. Crutcher | Joella Anzelc | Cynthia Geisman | Vicki D. Hoffman | Paul Schutz | Lloy Lizcano

Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving

JOURNAL ARTICLE published June 1995 in Cognition and Instruction

Authors: Katerine Bielaczyc | Peter L. Pirolli | Ann L. Brown

Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring

JOURNAL ARTICLE published August 2006 in Cognition and Instruction

Authors: Douglas B. Clark

An “Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice

JOURNAL ARTICLE published July 2011 in Cognition and Instruction

Authors: Thomas M. Philip

Facilitating Collaborative Knowledge Building

JOURNAL ARTICLE published 18 January 2008 in Cognition and Instruction

Authors: Cindy E. Hmelo-Silver | Howard S. Barrows

Metaimagining and Embodied Conceptions of Spacetime

JOURNAL ARTICLE published 3 April 2019 in Cognition and Instruction

Research funded by Research Council of Norway (246723)

Authors: Rolf Steier | Magdalena Kersting

Transfer Effects in Children's Recall of Arithmetic Facts

JOURNAL ARTICLE published July 2011 in Cognition and Instruction

Authors: Mirte S. van Galen | Pieter Reitsma

Seeing the Problem: An Explanation From Pólya

JOURNAL ARTICLE published September 1997 in Cognition and Instruction

Authors: Gaea Leinhardt | Baruch B. Schwarz

Reasoning Through Instructional Analogies

JOURNAL ARTICLE published July 2012 in Cognition and Instruction

Authors: Shulamit Kapon | Andrea A. diSessa*

Managing, Understanding, Applying, and Creating Knowledge in the Information Age: Next-Generation Challenges and Opportunities

JOURNAL ARTICLE published April 2013 in Cognition and Instruction

Authors: Susan R. Goldman | Marlene Scardamalia

A Theory Bite on Infinity: A Companion to Falk

JOURNAL ARTICLE published 14 April 2010 in Cognition and Instruction

Authors: Anna Sfard