Subject Index

 

A

ACT-R, 216, 218, 228, 234, 236–240, 243, 259–260, 364, 443

ACT-R/PM, 238, 243

sub-symbolic level, 238–239

Adult learners, 307–345, 401–410, 431–432

parents, 406–408

teachers, see Teachers, professional development of

undergraduates, 348, 362, 408–410, 431–432

Affect, 479, 484–486, 489

Algebra, 220–222, 242–243, 249–252

algebraic vs. verbal solutions for, 249–252

Algorithms, 312–313

Analogical reasoning, 52, 96, 113, 137–138.

see also Transfer

Assessment, xvii–xviii, 19, 31, 64–70, 95–96, 98–102, 125–126, 138–144, 147, 177, 214, 293–294, 338–345, 367–375, 387, 400–401, 403, 405, 408, 412, 460, 462, 493–494, 496–497

cost-benefit, 341–342

embedded, 138–144, 147

interviews, 64–70, 98–100, 371–375, 401

large-scale, 367–371

longitudinal observation, 400–401, 408

paper and pencil, 98–99, 101–102, 125–126, 143–144, 177

performance, 339–342

policy-capturing approach, 339–341

with neural networks, 342–344

of understanding, 342

work products, 295–296

Attention, 213, 238–239, 245–249

 

B

Basic research, 75–77, 81–82, 114–116, 225, 227–228, 404–406, 494–495, 502. see also Empirical research

Belief revision, 174–175, 181–182

Benchmark lessons, 125–126, 132–135, 143, 147

BGuILE (Biology Guided Inquiry Learning Environments), 263, 265–301, 432

Biology education, 263–301

Brain, 210–211, 227–229, 237–238, 259, 428

Brown, Ann, xi–xiv, xxii, 349, 482, 499

Buoyancy, 131, 133, 144–145

 

C

Causal mechanisms, 271, 276

Case study approach, 399–400, 409

Central conceptual structures, 2–12, 36, 200

Certainty of conclusions, 43, 105–109, 115–116, 134–135

Classroom-centered design, 272

Classroom culture, 264–267, 427, 434–437, 464–467, 470–475

Classroom research, 81–82, 95–98, 122–123, 348–349, 359–360, 362, 479–480, 502

Coconstruction, 179

Cognition, xix, 210, 215–224, 227–228, 234–236, 238–240, 258–259, 348–349, 354–356, 362–364, 389, 392–400, 404, 407–412, 428–430, 437, 440–452, 505

bridging to education, 227–228, 235–236

computer models of, 215–224, 442–443

grain size of, 228, 234–236, 238–240, 258–259, 437, 443

educational relevance, 235–236, 238

metaprinciples of, xix, 393–400, 404, 407, 410–412, 429–430, 505

subsecond level, 235–236, 240, 258

theories of, 210, 215–224, 228, 348–349, 354–356, 362–364, 389, 392–400, 408–409, 428–430, 440–452, 456, 460–462

Cognitive apprenticeship, 316, 335

Cognitive architectures, 227–229, 234–239, 259–260, 443

Cognitive development, xvii, 40, 75–77, 116, 199–200, 391, 443, 500

Cognitive neuroscience, 228–229, 235–236, 428, 437

Communities of practice, 159, 445–446, 449, 487, 505

Comparisons, 268, 270–271, 274, 286

controlled, 270–271. see also Experiments, unconfounded

Computation, 15–16, 18–19, 22, 42–43, 53–54

Conflict resolution, 395–396, 407

Constructivism, xiii, 224, 232, 444, 457

Context, 127, 134, 136–137, 139, 143, 145, 331–333, 468–470, 474, 479–480. see also Social context

institutional, 468–470, 474

problem, 331–333

Control of variables strategy (CVS), 83–97, 105–114. see also Experiments, unconfounded

Cost constraints, 308–309

Creativity, 390–391

CSEP (Cognitive Studies in Educational Practice), xvi, 481

Cultural diversity, 470–475

Curricular sequences, 13–15, 24–25

 

D

Data, see Evidence

Debugging skills, 387–388

Decimals, 8, 13–15, 16–19, 20, 22–23

Density, see Material kind

Design experiments, xii, xx, 349, 456–475

Design principles, 41, 147–148, 266, 276–295, 392–400, 410–411, 437. see also Instructional design

Developmental disabilities, 399, 401, 407–408

Developmental sequences, 6, 35–36, 391

Dewey, John, 439–440, 446–452

DIAGNOSER, 138–144, 146, 218, 361, 432–433

Discovery learning, 82, 84–86

Domain-general skills, 80–81, 113

Domain specificity, 77–81, 480–481, 487, 490

 

E

Educationally significant change, 480

Elementary school, 15, 39–40, 82–84, 110, 112, 152–153, 157, 183, 431–432

Empirical research, 348, 356–358, 362. see also Basic research

Encapsulation, 316–317

Engineering approach, xix–xx, 95, 307–308, 338, 427–430, 437, 501, 504, 506

EPAM, 216–218, 223–224

Epistemology, 42–43, 52, 197, 264–265, 279, 284–286, 481, 483, 488

Everyday experience, 15, 135, 142

Evidence, 78–81, 83, 161, 172–174, 182–184, 267, 277–278, 281–282, 284, 286, 290–293, 297–299

Expectations, 322–323, 330

Experiments, 78–81, 83, 85–90, 93, 95–96, 100, 102–103, 105–109, 112, 115–116, 134–138, 502

error in, 103, 112, 115–116

hands-on, 95–96, 100, 109

unconfounded, 80, 83, 85–90, 93, 102, 105–109, 112, 115–116. see also Comparisons, controlled

Expert performance, 217–218, 223, 310–312, 322–331, 460, 497, 503

Explanations, 202–203, 264–265, 276–286, 289–290, 293–299, 342, 501–502

seeking, 202–203

Explicit training, see Instruction, direct

Eye movement, 228, 240, 242–259, 443, 503

attention shifts and, 245–249

error disambiguation and, 255

error messages and, 252–255

instructional opportunities of, 242–260

intervention and, 248–249

off-task behavior and, 256–258

problem information and, 256

solution methods and, 249–252

 

F

Facets of thinking, 127–148, 361

diagnosis of, 139–143

facet-based learning environments, 128–147

Feedback, 140–142, 252–255, 376–381

end only vs. immediate, 376–381

Fluid properties, 128–131, 133, 135–138, 143–144

Fractions, 6–8, 13–15, 18–19, 22–23

 

G

GIsML (Guided Inquiry supporting Multiple Literacies), 157–174, 178

Goals framework, 386–392, 401–404, 410–411

G→P→A (Goals→Program→Assessment) approach, 389, 410–411

Gravity, 128–129, 144–145

Group work, 434–437

individual learning and, 435

motivation and, 435–436

school vs. workplace, 434–435

 

H

Heuristics, 354–356

High-density sensing, 228, 240–242

and intrusiveness, 242

and privacy, 241–242

High-level skills, 197–198

High school, 123, 220, 242, 266, 274, 290–291, 295, 431–432, 481–484

Humanities education, 481–486

Hypotheses, 78–81, 112, 147, 179, 264, 267, 269–270, 281, 284, 291, 350–351, 447

 

I

Individual differences, 398–400

Information processing theory, xx, 402, 439–444, 446–448, 452

Inquiry, 112–113, 152–154, 156, 158–159, 173–175, 179, 183–185, 263–301, 445–446, 450–452, 501

community of, 158, 445–446

goals of, 269–272, 276, 278

guided, 153, 156, 159, 173–175, 183–185, 265–301, 445

products of, 264, 269–272, 286–287, 295–296

reflective, 446–448

transactional, 450–452

Instruction, xviii, 82, 84–87, 95–97, 102, 104, 109, 113–114, 196–200, 387–400, 406, 408–410, 459–463, 495–496, 499, 505

direct, 82, 84–87, 95–97, 102, 104, 109, 113–114

explicit, 387–388, 394–396

strategies for, xviii, 389–400, 406, 408–410, 463, 505

theories of, 84, 459–462, 495–496, 499

Instructional design, xv, 11–12, 36, 213, 386–387, 456–462, 472–475, 499–501, 504–506. see also Design principles

Instructional interventions, 82, 96, 123, 359–360, 363, 469–470, 488–490

interdisciplinary integration of, 488–490

sustainability of, 469–470

Instructional technology, xix, 25, 29–30, 208–209, 224, 265, 270–272, 274–276, 278, 286, 288–292, 299–301, 307, 345, 360–363, 375–382, 431–434, 501, 503–504. see also Tutors, computer

integration of, 288–292

training for, 433–434

Investigations, 152–157, 159–174, 180–185, 264–301, 445–446

first-hand, 159–160, 171–173, 180–185

preparation for, 289–291

second-hand, 152–157, 159–174, 180–185, 445–446

strategic artifacts of, 276, 281–282, 294

strategic tools for, 276, 281–282, 297–299

strategies for, 264, 269–272, 276–278, 282–284, 297–299

 

K

Knowledge, 2, 24, 53–54, 89–90, 93, 96, 98, 102, 105, 108, 110–113, 125–132, 147, 172, 175, 177–179, 199–200, 232–236, 258, 265, 271, 309–318, 322–333, 344–345, 364–367, 379, 393–394, 396–397, 448, 496–498

conceptual, 310–313, 316–318, 323–329, 331–333, 344

organization of, 324–327, 332–333

domain, 2, 89–90, 93, 96, 98, 102, 105, 108, 110–113, 265, 271

decomposition of, 232–236, 258, 364–367, 379

diagnostic, 322–323, 329–330

gaps in, 314–315

generality of, 364–366

inert, 309, 323

linking, 396–397

prior, 24, 53–54, 125–132, 147, 172, 175, 199–200, 393–394, 396, 496–498

rule-based, 310–313, 316, 318, 322–323, 328, 330–331, 344–345

syntactic vs. substantive, 177–179

three levels of, 310–312, 318

 

L

Laboratory research, 82, 85, 95–98, 349, 479–480, 502. see also Basic research

Laboratory schools, 385–386, 388–412

Language learning, 216, 219–220, 223

Learner characteristics, 195, 199, 201–203

Learning, xviii–xix, 195–203, 205–225, 233–234, 269, 274, 307–310, 317–345, 391, 428, 440–452, 456–458, 461, 464–465, 494–495, 497–500, 505

as acquisition, 441–444, 451–452

approaches to, 391

curves, 233–234

by doing, 307–310, 317–345

from examples, 220–222

hands-on, 198–199

learner-centered theory of, 210–211

maturation and, 206

mechanisms of, 206, 210–213

metaphors for, 440–441, 451

natural environment and, 209

as participation, 444–446, 452, 505

problem-based, 269, 274

research on, 205–225

rote, 214

theories of, xiii–xiv, xx, 84, 440–452, 494–495, 497–500

tools for, see Instructional technology

trajectories of, 456–458, 461, 464–465

as transaction, 450–452

Light, 160–183

LISP, 232–233

LOGO, 387–388

 

M

Material kind, 43, 52–54, 58–72

Mathematical functions, 1, 8–11, 24–35, 243

Mathematics education, 11–36, 39–72, 197, 201–202, 220–222, 456–475, 488. see also Statistics education

Meaning, xviii, 201–203, 448–449, 487

pursuit of, xviii, 201–203

Measurement, 45–47, 54–60, 71, 134

error in, 59–60

variability of, 56–58

Memory, 211–213, 216–219, 223, 228–229, 236–239, 428, 442–443, 498

chunks, 236–239

declarative, 228–229, 236–239

procedural, 228–229

retrieval, 236–239

Metacognition, xii–xiii, xvii, 171–172, 386

Middle school, 25, 110–112, 266, 272–274, 290–291, 295, 388, 431–432, 461–462

Misconceptions, 127, 147, 199, 359, 457

Model-based reasoning, 39–64, 500

Motivation, 132, 134, 146–147, 213, 224, 231, 434–436

Multidisciplinary approach, xv–xvi, xix, 349, 353, 360–363, 380–382

communication in, xix, 382

 

N

National standards, 83, 112–113, 152–153

National Research Council, 152–153

National Science Education Standards (NSES), 83,112–113

Natural selection, 269, 272–275, 279, 282, 288–289, 295

Number lines, 3–6, 17–18

Number sense, 2–6, 11, 19, 197, 201, 222

 

O

OPS5, 216, 220

 

P

PARI (Precursor-Action-Result-Interpretation) method, 328–329, 331–333

PAT algebra tutor, 231, 242–258

Pattern recognition, 429

PC PACK, 333–338

card sort, 334–335

laddering, 336–337

protocol editor, 334

rules, 338

Percents, 6, 13–19, 22–23

estimating, 15

Perception, 216–217, 238–239

Physics education, 123–148

Piaget, Jean, 206, 392, 486

Practice, 213, 218, 397–398, 404, 494

Preschool education, 222, 385–412, 431

cognitive goals, 390–392

physical goals, 390, 399

social goals, 390

thematic units in, 391, 393–398

Problem solving, 223, 231, 240, 243, 258–259, 310–312, 317–331, 339–344, 355, 361, 367, 372–374, 429, 434–437, 439–443, 446–448, 450–452, 497

Process explorer, 324–328

Production systems, 218, 220–224, 229–230, 235–239, 364–366, 429, 442–443

Public policy, 462, 474

 

Q

Qualitative reasoning, 41–43, 143–144

Quantitative reasoning, 41–43, 50, 53

 

R

Rational numbers, 1, 6–8, 13–23

Ratios, 43–44, 48–53, 61

Reflection, 104, 179, 264, 277, 291–295, 446–448

Representation, xvii, 2–8, 11–12, 18–20, 23–35, 48–52, 58–62, 66–69, 96–98, 114–115, 174, 180–181, 184, 201, 278–286, 288, 290, 314–317, 325–327, 332–333, 348, 354, 364–366, 396–397

algebraic, 24–27, 48, 60–62

concept webs, 396–397

of epistemological commitments, 284–286

graphs, 8, 24–35, 48–52, 58–62, 66–69, 282–283, 290

integrative, 6–8, 11–12

of knowledge, 348, 364–366

matrix, 325–327, 332–333

multiple levels of, 314–317

of strategies, 282–284

tables, 24–26, 96–98

of theories, 279–282

 

S

Scaffolding, 184, 265, 270–271, 274, 276, 278, 299, 375–381, 392, 501

Schemata, 2–3, 6, 8–11, 13

Science education, 39–72, 77–80, 95–114, 116, 151–185, 197, 201–202, 263–301, 488. see also Biology education, Physics education

Scientific argumentation, 71–72, 183–184, 197–198, 266–267, 269–271, 276, 279–282, 297–299, 446

Scientific claims, 161–175, 182–184, 200

Scientific disciplines, 264, 267–271, 276, 301

Scientific literacy, 153, 159

Scientific reasoning, 77–81, 83, 152, 174, 176–177, 183–185, 266–268

Situated cognition, xx, 467–468, 475, 504–505

Social context, xix–xx, 207–209, 224–225, 272, 278, 351–354, 358, 455, 458, 463–475, 482–486, 489

classroom, 358, 458, 463–475, 489

of learning, xix–xx, 207–209, 224–225

of professional development, 482–486

of research, 351–354, 358

Social process theory, 444–446, 449, 452

Sociocultural theory, 152, 157

Software, see Instructional technology

Statistical reasoning, 350–352, 354–382

choice of analyses, 373–375, 376–382

errors in, 354–356, 359

goal structure of, 380–381

planning in, 374–375, 381

steps in, 372–374

Statistics education, 146, 222, 347–382, 461–462, 473–474

Strategies, xvii, 16, 20–23, 35, 45–47, 252, 372–375, 380, 387–388. see also Instruction, strategies for and Investigation, strategies for

guess-and-test, 374–375

Symbol systems, 211, 215–224, 238

 

T

Talk-aloud protocols, 364, 371–374

Task analysis, xv, xvii–xviii, 213, 220–223, 233, 267, 310–312, 327–328, 333–338, 363–367, 386–387, 390–392, 410–411, 442–443, 487, 493, 496–499, 503–504

tools for, see PC PACK

Teachers, xiii, xviii, 41, 121–123, 146, 157–159, 184, 198–199, 207, 213, 272, 299–300, 402–406, 410–412, 427, 430–434, 458, 469–470, 481–486, 489–490

goals of, 403

professional development of, 41, 121–123, 157–159, 198–199, 402–406, 410–412, 469–470, 481–486, 489–490

role of, xviii, 121–123, 146, 184, 207, 213, 272, 299–300, 427, 430–434, 458

Text, 110–112, 152–157, 159–161, 171–185, 197–198, 207–208, 481–483, 501

authority of, 160

expository, 161, 175

features of, 154–156, 174–175, 178, 180–182

interpretation of, 481–483

notebook, 174–185

refutational, 154

science, 110–112, 152–157, 197–198

student use of, 155–156, 178

Theory articulation, 268–270, 274, 277

Transfer, 84, 91–94, 96, 113, 348–349, 357, 369, 387. see also Analogical reasoning

Tutors, xix, 216, 220, 222, 228–260, 382, 429–430, 503

achievement gains with, 230–232

cognitive, 228–260

computer, xix, 216, 220, 222, 240–241, 382, 429–430, 503

human, 232, 240–242

 

U

Understanding, xviii, 1–11, 22–23, 53–54, 64–65, 71–72, 122–126, 138–145, 171, 173, 179–180, 201–202, 214, 217–219, 288, 296–297, 311–312, 314–315, 342, 463–466

conceptual, 1–11, 22–23, 64–65, 71–72, 122–126, 138–145, 171, 173, 179–180, 288, 296–297, 311–312, 314–315

individual vs. classroom, 463–466

mathematical, 53–54, 71–72

strategic, 296–297

 

V

Volume, 45–47, 54–62, 65, 70–71

Vygotsky, Lev, 392

 

W

Weight, 54–56, 58–62, 65, 129–130, 133

Work environment, 319–322

 

Z

ZBIE, 216, 218–220, 223–224