Investigator: Lindsey Richland
Funding: National Science Foundation Career Grant
This project uses a novel approach to optimizing classroom opportunities for drawing connections during problem solving by bridging cognitive science models of comparative reasoning.
* A series of experiments will test six ecologically-valid, practice-relevant teaching strategies for supporting students' learning to draw connections from instructional comparisons. These tested strategies emerge from an integration of coding typical classroom practices of comparison internationally and from cognitive scientific theory regarding what kinds of support could facilitate students' connected thinking by reducing processing demands and drawing attention to key relationships.
* Upper elementary students will individually interact with videotaped classroom instruction to test the efficacy of each strategy.
* Research findings will be integrated into classes taught to pre-service teacher credential students (100+ per year), and small-scale evaluations will be conducted to determine optimal strategies for disseminating to new practitioners.