Downloads & Free Reading Options - Results

Includes bibliographies and indexes

Includes bibliographies and indexes

Materials, data, and analysis scripts for article: Young, A.G. & Shtulman, A. (2020). Children’s cognitive reflection predicts conceptual understanding in science and mathematics. Psychological Science, in press. Absract: The Cognitive Reflection Test (CRT) is a widely used measure of adults’ propensity to engage in reflective analytic thought. The CRT is strongly predictive of many diverse psychological factors but unsuitable for use with developmental samples. Here, we examined a children’s CRT, the CRT–Developmental (CRT–D), and investigated its predictive utility in the domains of science and mathematics. School-age children (N = 152) completed the CRT–D, measures of executive functioning, measures of rational thinking, and measures of vitalist-biology and mathematical-equivalence concepts. CRT–D performance predicted conceptual understanding in both domains after we adjusted for children’s age, executive functioning, and rational thinking. These findings suggest that cognitive reflection supports conceptual knowledge in early science and mathematics and, moreover, demonstrate the theoretical and practical importance of children’s cognitive reflection. The CRT–D will allow researchers to investigate the development, malleability, and consequences of children’s cognitive reflection.

This project aims to investigate the mechanisms that govern task prioritization and selection behaviour.

This book, describing the result of extended research on how charts/graphs convey information, develops a scheme for describing/analyzing information contained in graphs/charts. A psychological theory of knowledge of the reader and the mental events which occur in attempting to read a graphic display are the two focal points of the book. A comprehensive research program aimed at various levels of difficulty of charts/graphs intended for a wide range of uses and a review of most of the existing literature on charts and graphs (85 references listed) are provided. The literature review is used to develop the analytic scheme/theory and to justify the methods chosen by the research team. A psychological approach is taken because of recent advances in cognitive science which allow a modeling of visual interpretation as something more than a simple recording system. The authors indicated that this is the first attempt at a comprehensive application of applied cognitive science, proving the usefulness of the knowledge being built up, supporting cognitive science in the sense of building a technology on it, and allowing deeper insights into human products and how to make them better. One hundred and thirty figures and tables are attached. (JM)

In an attempt to better support the mathematics and science learning experiences of preservice teacher candidates, a new course of study was created as part of a teacher certification program at a mid-Atlantic liberal art university. Entitled Investigations in Science and Mathematics, the two semester course adopted an integrated inquiry and metacognitive pedagogical approach in compliance with the national reform movement. This paper reports some preliminary results of a study that aims to examine the alignment of the course with national standards documents and to explore its effects on the development of the prospective teachers' metacognitive awareness and understanding of science and mathematics. An examination of course syllabi, instructor interviews, and a course content survey are used to determine the course's alignment with national standards documents. Views of the Nature of Science questionnaire are administered to students in a pre/post fashion followed by interviews. Students' course materials (i.e., unit summaries) are evaluated for content to note the development of mathematical and scientific understanding. The results indicate that the course is aligned with the national reform movement, preservice teachers' views of the key NOS aspects are developed with various degrees and understandings of mathematics and science appear to be enhanced. Implications for future research are discussed. (Contains 3 tables and 3 appendices)

In an attempt to better support the mathematics and science learning experiences of preservice teacher candidates, a new course of study was created as part of a teacher certification program at a mid-Atlantic liberal art university. Entitled Investigations in Science and Mathematics, the two semester course adopted an integrated inquiry and metacognitive pedagogical approach in compliance with the national reform movement. This paper reports some preliminary results of a study that aims to examine the alignment of the course with national standards documents and to explore its effects on the development of the prospective teachers' metacognitive awareness and understanding of science and mathematics. An examination of course syllabi, instructor interviews, and a course content survey are used to determine the course's alignment with national standards documents. Views of the Nature of Science questionnaire are administered to students in a pre/post fashion followed by interviews. Students' course materials (i.e., unit summaries) are evaluated for content to note the development of mathematical and scientific understanding. The results indicate that the course is aligned with the national reform movement, preservice teachers' views of the key NOS aspects are developed with various degrees and understandings of mathematics and science appear to be enhanced. Implications for future research are discussed. (Contains 3 tables and 3 appendices)

In an attempt to better support the mathematics and science learning experiences of preservice teacher candidates, a new course of study was created as part of a teacher certification program at a mid-Atlantic liberal art university. Entitled Investigations in Science and Mathematics, the two semester course adopted an integrated inquiry and metacognitive pedagogical approach in compliance with the national reform movement. This paper reports some preliminary results of a study that aims to examine the alignment of the course with national standards documents and to explore its effects on the development of the prospective teachers' metacognitive awareness and understanding of science and mathematics. An examination of course syllabi, instructor interviews, and a course content survey are used to determine the course's alignment with national standards documents. Views of the Nature of Science questionnaire are administered to students in a pre/post fashion followed by interviews. Students' course materials (i.e., unit summaries) are evaluated for content to note the development of mathematical and scientific understanding. The results indicate that the course is aligned with the national reform movement, preservice teachers' views of the key NOS aspects are developed with various degrees and understandings of mathematics and science appear to be enhanced. Implications for future research are discussed. (Contains 3 tables and 3 appendices)