Amplifying and Attenuating Inequity in Collaborative Learning: Toward an Analytical Framework
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1631825
Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1627360
Another Step Forward: Engaging the Political in Learning
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624552
History Assessments of Thinking: A Validity Study
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2018.1499646
Student Explanations in the Context of Computational Science and Engineering Education
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2018.1539738
“It’s Scary but It’s Also Exciting”: Evidence of Meta-Affective Learning in Science
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2018.1539737
Troubling Troubled Waters in Elementary Science Education: Politics, Ethics & Black Children’s Conceptions of Water [Justice] in the Era of Flint
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624548
Historical Inquiry to Challenge the Narrative of Racial Progress
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2018.1539734
Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624544
Beyond Empirical Adequacy: Learning Progressions as Models and Their Value for Teachers
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2018.1539735
Coordinating between Graphs and Science Concepts: Density and Buoyancy
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2018.1539736
Metaimagining and Embodied Conceptions of Spacetime
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1580711
Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1614590
MySkillsFuture for Students, STEM Learning, and the Design of Neoliberal Citizenship in Singapore
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624545
Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624546
Designing Translingual Pedagogies: Exploring Pedagogical Translation through a Classroom Teaching Experiment
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1580283
Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624547
Working Memory Capacity and the Development of Quantitative Central Conceptual Structures
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1636797
Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624549
Assessment of Historical Analysis and Argumentation (AHAA): A New Measure of Document-Based Historical Thinking
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1632861
The Restorying of STEM Learning Through the Lens of Multiples
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624550
Cognitive Processes While Writing Poetry: An Expert-Novice Study
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1570931
Artifacts, Agency and Classroom Activity: Materialist Perspectives on Mathematics Education Technology
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1578775
Read Me Last: Constructing a Scholarly Catchment Through a Black Feminist Reading
来源期刊：Cognition and InstructionDOI：10.1080/07370008.2019.1624551
