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Book:
Cognition and instruction: Twenty-five years of progress
Author:
Sharon M Carver / David Klahr
Publisher:
Routledge
Genre:
Books / Home and family
Year:
2001
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This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions. Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects knowledge and processes, and the changes in performance over time have led to new understanding of learners representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

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title Cognition and Instruction Twenty-five Years of Progress author - photo 1

title	:	Cognition and Instruction : Twenty-five Years of Progress
author	:	Carver, Sharon M.; Klahr, David.
publisher	:	Lawrence Erlbaum Associates, Inc.
isbn10 \| asin	:	0805838236
print isbn13	:	9780805838237
ebook isbn13	:	9780585386027
language	:	English
subject	Learning, Psychology of, Cognition.
publication date	:	2001
lcc	:	LB1060.C615 2001eb
ddc	:	370.15/23
subject	:	Learning, Psychology of, Cognition.

Page i

COGNITION AND INSTRUCTION

Twenty-Five Years of Progress

Page ii

Carnegie Mellon Symposia on Cognition
David Klahr, Series Editor

Anderson: Cognitive Skills and Their Acquisition

Carroll/Payne: Cognition and Social Behavior

Carver/Klahr: Cognition and Instruction: Twenty-Five Years of Progress

Clark/Fiske: Affect and Cognition

Cohen/Schooler: Scientific Approaches to Consciousness

Cole: Perception and Production of Fluent Speech

Farah/Ratcliff: The Neuropsychology of High-Level Vision: Collected Tutorial Essays

Granrud: Visual Perception and Cognition in Infancy

Gregg: Knowledge and Cognition

Just/Carpenter: Cognitive Processes in Comprehension

Klahr: Cognition and Instruction

Lau/Sears: Political Cognition

MacWhinney: The Emergence of Language

MacWhinney: Mechanisms of Language Acquisition

McClelland/Siegler: Mechanisms of Cognitive Development: Behavioral and Neural Perspectives

Reder: Implicit Memory and Metacognition

Siegler: Children's Thinking: What Develops?

Sophian: Origins of Cognitive Skills

Steier/Mitchell: Mind Matters: A Tribute to Allen Newell

VanLehn: Architectures for Intelligence

Page iii

COGNITION AND INSTRUCTION

Twenty-Five Years of Progress

Edited by
Sharon M. Carver
David Klahr
Carnegie Mellon University

Page iv

Copyright 2001 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without the prior written permission of the publisher.

Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, New Jersey 07430-2262

Cover design by Kathryn Houghtaling Lacey

Library of Congress Cataloging-in-Publication Data
Cognition and Instruction: Twenty-Five Years of Progress / edited by Sharon M. Carver
and David Klahr.
p. cm.
Includes bibliographical references and indexes.
ISBN: 0-8058-3823-6 (cloth: alk. paper) / 0-8058-3824-4 (pbk.: alk paper).
1. Learning, psychology of. 2. Cognition. 3. I. Carver, Sharon M. II. Klahr, David.
LB1060. C615 2001
370.15'23dc21 2001023195
CIP

Cataloging-In-Publication data for this volume can be obtained by contacting the Library of Congress.

Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability

Printed in the United States of America
10 9 8 7 6 5 4 3 2 1

Page v

In memory of Ann Brown
for her insight, example, and inspiration
in our personal and professional spheres

Page vi

This page intentionally left blank.

Page vii

Contents

Tribute to Ann Brown Annemarie Sullivan Palincsar	xi
Preface	xv
Acknowledgments	xxi
Part I: Development and Instruction
1 Psychological Models for the Development of Mathematical Understanding: Rational Numbers and Functions Mindy Kalchman, Joan Moss, and Robbie Case
2 Similarity of Form and Substance: Modeling Material Kind Richard Lehrer, Leona Schauble, Dolores Strom, and Margie Pligge
3 Cognitive Development and Science Education: Ships That Pass in the Night or Beacons of Mutual Illumination? David Klahr, Zhe Chen, and Eva Erdosne Toth
Part II: Teachers and Instructional Strategies
4 The Role of the Teacher in Making Sense of Classroom Experiences and Effecting Better Learning Jim Minstrell

Page viii

5 The Interplay of First-Hand and Second-Hand Investigations to Model and Support the Development of Scientific Knowledge and Reasoning Annemarie Sullivan Palincsar and Shirley J. Magnusson
6 Discussion of Parts I and II: Cognition, Instruction, and the Quest for Meaning Robert Siegler
7 Keynote Address: Learning to Research about Learning Herbert A. Simon
Part III: Tools for Learning from Instruction
8 What Role Do Cognitive Architectures Play in Intelligent Tutoring Systems? John R. Anderson and Kevin Gluck
9 BGuILE: Strategic and Conceptual Scaffolds for Scientific Inquiry in Biology Classrooms Brian Reiser, Iris Tabak, William A. Sandoval, Brian K. Smith, Franci Steinmuller, and Anthony J. Leone
10 Tools to Assist Learning by Doing: Achieving and Assessing Efficient Technology for Learning Alan Lesgold and Martin Nahemow
Part IV: Social Contexts of Instruction and Learning
11 A Collaborative Convergence on Studying Reasoning Processes: A Case Study in Statistics Marsha Lovett
12 Cognition and Instruction: Enriching the Laboratory School Experience of Children, Teachers, Parents, and Undergraduates Sharon M. Carver

Page ix

13 Discussion of Parts III and IV: Themes in Cognitive Science and Education Earl B. Hunt
Part V: Cognition and Instruction: The Next 25 Years
14 A Third Metaphor for Learning: Toward a Deweyan Form of Transactional Inquiry Timothy Koschmann
15 Supporting the Improvement of Learning and Teaching in Social and Institutional Context Paul Cobb
16 Affect and Effect in Cognitive Approaches to Instruction Sam Wineburg and Pam Grossman
17 General Discussion: Progress Then and Now Robert Glaser

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