Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Qualitative Methods (2)
- Conceptual knowledge (1)
- Critical Race Theory (1)
- Data Literacy (1)
- Distance education and telelearning (1)
-
- Education/Learning (1)
- Information Visualization (1)
- Instructional approaches (1)
- Instructional design (1)
- Multiple conceptions (1)
- Online learning (1)
- Participatory Design (1)
- Post-secondary education (1)
- Problem solving (1)
- Programming and programming languages (1)
- Representation (1)
- Scaffolding (1)
- Student–teacher match (1)
- Teacher Education (1)
- Teaching/learning strategies (1)
- Video Applications (1)
- Workplaces (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
When Wrong Is Right: The Instructional Power Of Multiple Conceptions, Lauren Margulieux, Paul Denny, Kathryn Cunningham, Michael Deutsch, Benjamin R. Shapiro
When Wrong Is Right: The Instructional Power Of Multiple Conceptions, Lauren Margulieux, Paul Denny, Kathryn Cunningham, Michael Deutsch, Benjamin R. Shapiro
Learning Sciences Faculty Publications
For many decades, educational communities, including computing education, have debated the value of telling students what they need to know (i.e., direct instruction) compared to guiding them to construct knowledge themselves (i.e., constructivism). Comparisons of these two instructional approaches have inconsistent results. Direct instruction can be more efficient for short-term performance but worse for retention and transfer. Constructivism can produce better retention and transfer, but this outcome is unreliable. To contribute to this debate, we propose a new theory to better explain these research results. Our theory, multiple conceptions theory, states that learners develop better conceptual knowledge when they are …
Scaffolding Problem Solving With Learners’ Own Self Explanations Of Subgoals, Lauren Margulieux, Richard Catrambone
Scaffolding Problem Solving With Learners’ Own Self Explanations Of Subgoals, Lauren Margulieux, Richard Catrambone
Learning Sciences Faculty Publications
Procedural problem solving is an important skill in most technical domains, like programming, but many students reach problem solving impasses and flounder. In most formal learning environments, instructors help students to overcome problem solving impasses by scaffolding initial problem solving. Relying on this type of personalized interaction, however, limits the scale of formal instruction in technical domains, or it limits the efficacy of learning environments without it, like many scalable online learning environments. The present experimental study explored whether learners’ self-explanations of worked examples could be used to provide personalized but non-adaptive scaffolding during initial problem solving to improve later …
Exploring Approaches To Data Literacy Through A Critical Race Theory Perspective, Britney Johnson, Benjamin R. Shapiro, Betsy Disalvo, Annabel Rothschild, Carl Disalvo
Exploring Approaches To Data Literacy Through A Critical Race Theory Perspective, Britney Johnson, Benjamin R. Shapiro, Betsy Disalvo, Annabel Rothschild, Carl Disalvo
Learning Sciences Faculty Publications
In this paper, we describe and analyze a workshop developed for a work training program called DataWorks. In this
workshop, data workers chose a topic of their interest, sourced and processed data on that topic, and used that data to create
presentations. Drawing from discourses of data literacy; epistemic agency and lived experience; and critical race theory, we analyze the workshops’ activities and outcomes. Through this analysis, three themes emerge: the tensions between epistemic agency and the context of work, encountering the ordinariness of racism through data work, and understanding the personal as communal and intersectional. Finally, critical race theory …
Classroom Interaction Geography: Visualizing Space & Time In Classroom Interaction, Benjamin R. Shapiro, Brette Garner
Classroom Interaction Geography: Visualizing Space & Time In Classroom Interaction, Benjamin R. Shapiro, Brette Garner
Learning Sciences Faculty Publications
Methods to transcribe and represent classroom video data are central to studying teaching and learning in classrooms. However, current methods focus on encoding and representing data over time, not space. In this paper, we demonstrate the value of a new methodological approach called interaction geography to transcribe and interactively visualize classroom video data over space and time. We use interaction geography to illustrate classroom participation patterns in two case
studies from teacher education research that, until now, have been challenging to see. Findings characterize strengths, limitations, and next steps to expand interaction geography in classroom research and suggest new questions …
What About Interaction Geography To Evaluate Physical Learning Spaces?, Benjamin R. Shapiro
What About Interaction Geography To Evaluate Physical Learning Spaces?, Benjamin R. Shapiro
Learning Sciences Faculty Publications
This paper reviews and explores how interaction geography, a new approach to visualize people’s interaction over space and time, extends current approaches to evaluate physical learning spaces. This chapter begins by reviewing representations produced using interaction geography to study visitor engagement and learning in a museum. In particular, this review illustrates Mondrian Transcription, a method to map people’s movement and conversation over space and time, and the Interaction Geography Slicer (IGS), a dynamic visualisation tool that supports new forms of interaction and multi-modal analysis. Subsequently, this chapter explores how interaction geography may advance the evaluation of physical learning …
A Remote Instructor Like Me: Student-Teacher Congruence In Online, High School Courses, Jennifer Darling-Aduana
A Remote Instructor Like Me: Student-Teacher Congruence In Online, High School Courses, Jennifer Darling-Aduana
Learning Sciences Faculty Publications
Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved outcomes. Using a student-bycourse fixed effect strategy on data from a large urban school district, I examined associations between whether students experienced racial/ethnic or gender congruence with their remote instructor and both engagement and learning outcomes. Students who identified as Black demonstrated higher rates of engagement, although no difference in achievement, within lessons …