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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.


Servg bth to chronicle th advnces in the field linking cog psych & instuctionl dsign & to lay out challengs for th future, volume addresses issues of contnt, prcess, & contxt of learng. Will be of intrst to scholars & practionrs through out cog sci & edu

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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 ; Robbie Case = 1

 2 Similarity of Form and Substance : Modeling Material Kind / Richard Lehrer ; Leona Schauble ; Dolores Strom ; Margie Pligge = 39

 3 Cognitive Development and Science Education : Ships That Pass in the Night or Beacons of Mutual Illumination? / David Klahr ; Zhe Chen ; Eva Erdosne Toth = 75

Part II : Teachers and Instructional Strategies

 4 The Role of the Teacher in Making Sense of Classroom Experiences and Effecting Better Learning / Jim Minstrell = 121

 5 The Interplay of First-Hand and Second-Hand Investigations to Model and Support the Development of Scientific Knowledge and Reasoning / Annemarie Sullivan Palincsar ; Shirley I. Magnusson = 151

 6 Discussion of Parts Ⅰ and Ⅱ : Cognition, Instruction, and the Quest for Meaning / Robert Siegler = 195

 7 Keynote Address : Learning to Research about Learning / Herbert A. Simon = 205

Part Ⅲ : Tools for Learning from Instruction

 8 What Role Do Cognitive Architectures Play in Intelligent Tutoring Systems? / John R. Anderson ; Kevin Gluck = 227

 9 BGuILE : Strategic and Conceptual Scaffolds for Scientific Inquiry in Biology Classrooms / Brian Reiser ; Iris Tabak ; William A. Sandoval ; Brian K. Smith ; Franci Steinmuller ; Anthony. J. Leone = 263

 10 Tools to Assist Learning by Doing : Achieving and Assessing Efficient Technology for Learning / Alan Lesgold ; Martin Nahemow = 307

Part Ⅳ : Social Contexts of Instruction and Learning

 11 A Collaborative Convergence on Studying Reasoning Processes : A Case Study in Statistics / Marsha Lovett = 347

 12 Cognition and Instruction : Enriching the Laboratory School Experience of Children, Teachers, Parents, and Undergraduates / Sharon M. Carver = 385

 13 Discussion of Parts Ⅲ and Ⅳ : Themes in Cognitive Science and Education / Earl B. Hunt = 427

Part Ⅴ : Cognition and Instruction : The Next 25 Years

 14 A Third Metaphor for Learning : Toward a Deweyan Form of Transactional Inquiry / Timothy Koschmann = 439

 15 Supporting the Improvement of Learning and Teaching in Social and Institutional Context / Paul Cobb = 455

 16 Affect and Effect in Cognitive Approaches to Instruction / Sam Wineburg ; Pam Grossman = 479

 17 General Discussion : Progress Then and Now / Robert Glaser = 493

Author Index = 509

Subject Index = 517