Collaborative co-design between teachers and researchers can provide the kinds of learning opport... more Collaborative co-design between teachers and researchers can provide the kinds of learning opportunities for teachers that lead to teacher agency, and flexible, adaptive, principled pedagogy. This symposium features four projects in which teachers and researchers engaged in technology-mediated collaboration to design inquiry-based learning environments to engage students in authentic disciplinary practices in a variety of content areas, including literary reading, literacy in mathematics, science, and engineering design. The size and scope of the collaborations vary, ranging from one-to-one to larger groups, as does the time span of the collaborations, providing opportunities to examine temporal affordances of technology supports. All four papers discuss collaborative co-design as sites of professional learning for teachers. We argue that these are excellent cases of CSCL and that they afford new insights into roles for technology in supporting and facilitating teacher and researche...
The interpretation and evaluation of data presented in multiple sources is vital to the investiga... more The interpretation and evaluation of data presented in multiple sources is vital to the investigation of scientific phenomena in disciplinary authentic ways. This study investigated 8 th graders (N=119) notice of contradictions between multiple representations (text and graph) when the relationship between variables was stated or inferred. Results suggest stating the relationship is related to identification of contradictions between representations. Results are discussed as they relate to the development of science disciplinary practices.
This study examined multiple-‐text processing in the context of text-‐based scientific inquiry ... more This study examined multiple-‐text processing in the context of text-‐based scientific inquiry for purposes of generating causal models. We used a series of rubrics to examine students’ use of the texts, the quality of the causal models they created, and the impact of text use on model quality. Results indicate that multiple text users engaged with the texts in qualitatively different ways and created significantly higher quality models than single text users.
HISTORY EDUCATORS, researchers, and literacy experts have repeatedly espoused the notion that tea... more HISTORY EDUCATORS, researchers, and literacy experts have repeatedly espoused the notion that teaching students to read and write like historians will improve their ability to learn history independently and think historically, as well as participate in civil society and a rapidly changing world. They contend that students who read, understand, and think historically about print and nonprint primary, secondary, and tertiary sources and who learn to communicate their ideas about these sources in writing will be far ahead of those students who do not read or write in history class. This notion has become the focus of research, with promising results.1 Far too often, though, history teachers discover that students have difficulty reading not only their history textbooks, but also the primary documents (e.g., legal briefs, first-person accounts) and artifacts (e.g., photographs, maps, relics) that are the backbone of history. And, it follows that students who cannot read single document...
Policy Insights from the Behavioral and Brain Sciences, 2015
There is considerable rhetoric about the need for our educational system to promote deeper learni... more There is considerable rhetoric about the need for our educational system to promote deeper learning and the development of 21st-century skills. Missing from the discourse is recognition that much of what we know from research on learning and instruction has yet to affect the design and enactment of everyday schooling in the form of curriculum, instruction, and assessment. This article considers some of the key research-based principles on learning and knowing and their implications for the design of instruction and assessment. Among these principles are differences in naïve and expert forms of knowing and how the latter develops through a variety of instructional methods and materials. Another is the social nature of learning and the classroom instructional and assessment practices that support students taking control of and monitoring their own learning. Incorporating many of the findings from research on learning and instruction into the materials, structures, and practices of eve...
Thematization, the relative frequency of a discourse referent, and topicalization are conceptuali... more Thematization, the relative frequency of a discourse referent, and topicalization are conceptualized as related discourse functions. In a probe recall experiment, ,a word with a thematized referent was a better recall\probe than a word with a nonthematized referent. Also, an agent noun was a better prompt than a recipient, and this semantic variable interacted with topicalization so that a semantic ,recipient was a better prompt when it was topic thank when it was comment. In a second experiment, subject', choice between" semantically equivalent active and passive sentences was influenced by thematization. Thematized nouns were chosen as topics more often than nonthematized nouns, and nounslused,.as ,paragraph titles were chosen as topics,slightly more than non-title nouns. It is suggested that twin discourse functions are served by thematization and topicilization, the-former providing stable referential focus and the latter providing -monentary referential focus. (Author)
A large body of research has examined the effect of contextual knowledge on deductive reasoning. ... more A large body of research has examined the effect of contextual knowledge on deductive reasoning. Relatively little work, however, has examined context effects on statistical
International Conference of Learning Sciences, Jun 27, 2006
Despite the overwhelming use of the Internet as an educational/informational resource, research h... more Despite the overwhelming use of the Internet as an educational/informational resource, research has found that learners are woefully in need of guidance on how to use this resource effectively, and subsequently identify reliable sources of information from unreliable. This study seeks to address this issue through the SEEK training program, which encourages learners to evaluate the source and quality of the information, and also how well it resonates with their existing prior knowledge. Learners were either trained or not trained using the SEEK program when they completed an initial Internet research task. Learners were then asked to complete a second Internet research task in another domain without any additional guidance several days later. Results indicate that learners who had received the SEEK training not only were better able to identify relevant from irrelevant sources, but also showed both higher overall levels of learning, and also greater learning gains.
Collaborative co-design between teachers and researchers can provide the kinds of learning opport... more Collaborative co-design between teachers and researchers can provide the kinds of learning opportunities for teachers that lead to teacher agency, and flexible, adaptive, principled pedagogy. This symposium features four projects in which teachers and researchers engaged in technology-mediated collaboration to design inquiry-based learning environments to engage students in authentic disciplinary practices in a variety of content areas, including literary reading, literacy in mathematics, science, and engineering design. The size and scope of the collaborations vary, ranging from one-to-one to larger groups, as does the time span of the collaborations, providing opportunities to examine temporal affordances of technology supports. All four papers discuss collaborative co-design as sites of professional learning for teachers. We argue that these are excellent cases of CSCL and that they afford new insights into roles for technology in supporting and facilitating teacher and researche...
The interpretation and evaluation of data presented in multiple sources is vital to the investiga... more The interpretation and evaluation of data presented in multiple sources is vital to the investigation of scientific phenomena in disciplinary authentic ways. This study investigated 8 th graders (N=119) notice of contradictions between multiple representations (text and graph) when the relationship between variables was stated or inferred. Results suggest stating the relationship is related to identification of contradictions between representations. Results are discussed as they relate to the development of science disciplinary practices.
This study examined multiple-‐text processing in the context of text-‐based scientific inquiry ... more This study examined multiple-‐text processing in the context of text-‐based scientific inquiry for purposes of generating causal models. We used a series of rubrics to examine students’ use of the texts, the quality of the causal models they created, and the impact of text use on model quality. Results indicate that multiple text users engaged with the texts in qualitatively different ways and created significantly higher quality models than single text users.
HISTORY EDUCATORS, researchers, and literacy experts have repeatedly espoused the notion that tea... more HISTORY EDUCATORS, researchers, and literacy experts have repeatedly espoused the notion that teaching students to read and write like historians will improve their ability to learn history independently and think historically, as well as participate in civil society and a rapidly changing world. They contend that students who read, understand, and think historically about print and nonprint primary, secondary, and tertiary sources and who learn to communicate their ideas about these sources in writing will be far ahead of those students who do not read or write in history class. This notion has become the focus of research, with promising results.1 Far too often, though, history teachers discover that students have difficulty reading not only their history textbooks, but also the primary documents (e.g., legal briefs, first-person accounts) and artifacts (e.g., photographs, maps, relics) that are the backbone of history. And, it follows that students who cannot read single document...
Policy Insights from the Behavioral and Brain Sciences, 2015
There is considerable rhetoric about the need for our educational system to promote deeper learni... more There is considerable rhetoric about the need for our educational system to promote deeper learning and the development of 21st-century skills. Missing from the discourse is recognition that much of what we know from research on learning and instruction has yet to affect the design and enactment of everyday schooling in the form of curriculum, instruction, and assessment. This article considers some of the key research-based principles on learning and knowing and their implications for the design of instruction and assessment. Among these principles are differences in naïve and expert forms of knowing and how the latter develops through a variety of instructional methods and materials. Another is the social nature of learning and the classroom instructional and assessment practices that support students taking control of and monitoring their own learning. Incorporating many of the findings from research on learning and instruction into the materials, structures, and practices of eve...
Thematization, the relative frequency of a discourse referent, and topicalization are conceptuali... more Thematization, the relative frequency of a discourse referent, and topicalization are conceptualized as related discourse functions. In a probe recall experiment, ,a word with a thematized referent was a better recall\probe than a word with a nonthematized referent. Also, an agent noun was a better prompt than a recipient, and this semantic variable interacted with topicalization so that a semantic ,recipient was a better prompt when it was topic thank when it was comment. In a second experiment, subject', choice between" semantically equivalent active and passive sentences was influenced by thematization. Thematized nouns were chosen as topics more often than nonthematized nouns, and nounslused,.as ,paragraph titles were chosen as topics,slightly more than non-title nouns. It is suggested that twin discourse functions are served by thematization and topicilization, the-former providing stable referential focus and the latter providing -monentary referential focus. (Author)
A large body of research has examined the effect of contextual knowledge on deductive reasoning. ... more A large body of research has examined the effect of contextual knowledge on deductive reasoning. Relatively little work, however, has examined context effects on statistical
International Conference of Learning Sciences, Jun 27, 2006
Despite the overwhelming use of the Internet as an educational/informational resource, research h... more Despite the overwhelming use of the Internet as an educational/informational resource, research has found that learners are woefully in need of guidance on how to use this resource effectively, and subsequently identify reliable sources of information from unreliable. This study seeks to address this issue through the SEEK training program, which encourages learners to evaluate the source and quality of the information, and also how well it resonates with their existing prior knowledge. Learners were either trained or not trained using the SEEK program when they completed an initial Internet research task. Learners were then asked to complete a second Internet research task in another domain without any additional guidance several days later. Results indicate that learners who had received the SEEK training not only were better able to identify relevant from irrelevant sources, but also showed both higher overall levels of learning, and also greater learning gains.
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Papers by susan goldman