This article provides one example of a method of analyzing qualitative data in an objective and quantifiable way. Although the application of the method is illustrated in the context of verbal data such as explanations, interviews, problem-solving protocols, and retrospective reports, in principle, the mechanics of the method can be adapted for coding other types of qualitative data such as gestures and videotapes. The mechanics of the method we outlined in 8 concrete step. Although verbal analyses can be used for many purposes, the main goal of the analyses discussed here is to formulate an understanding of the representation of the knowledge used in cognitive performances and how that representation changes with learning This can be contrasted with another method or analyzing verbal protocols, the goal of which is to validate the cognitive processes of human performance, often as embodied in a computational model

Research on "epistemological beliefs " has made important contributions to education, most fundamentally in identifying epistemology as a category of informal knowledge that may play a role in students ' knowledge, reasoning, study strategies, and participation. A perspective on students as having epistemological beliefs can provide an alternative interpretive lens for

The dynamics model, which is based on L. Talmy’s (1988) theory of force dynamics, characterizes causation as a pattern of forces and a position vector. In contrast to counterfactual and probabilistic models, the dynamics model naturally distinguishes between different cause-related concepts and explains the induction of causal relationships from single observations. Support for the model is provided in experiments in which participants categorized 3-D animations of realistically rendered objects with trajectories that were wholly determined by the force vectors entered into a physics simulator. Experiments 1–3 showed that causal judgments are based on several forces, not just one. Experiment 4 demonstrated that people compute the resultant of forces using a qualitative decision rule. Experiments 5 and 6 showed that a dynamics approach extends to the representation of social causation. Implications for the relationship between causation and time are discussed.

Several earlier investigations found that teaching standard textbook physics causes only moderate change in qualitative understanding. Manyinvestigations have tried to explain why teaching textbook physics results in so little learning of qualitativephysics. In contrast, we examined cases where learning did occur and tried to understand them, hoping that this might help us to understand how to support such learning. We developed computerized simulation models of both qualitative, conceptual problem solving and quantitative problem solving and used them to assess changes in students' qualitative knowledge as they learned textbook physics. In many cases, qualitative knowledge has been acquired on the basis of information explicitly presented in the textbook. However, we also found cases where learning of qualitativephysics took place on the basis of information only implicitly addressed in the instruction. Even more important, in various cases this newly acquired qualitative knowledge led to a less frequent use of incorrect qualitative pre-knowledge. This suggests that successfull students did not only learn what has been explicitly presented in the instruction. Rather, they did also learn by deriving and constructing information left implicit in the instruction, relating this information to their pre-knowledge and possibly re#ning and modifying their pre-knowledge in those cases where con#icts became aware.

In this article we describe and analyze the evaluation of the Conceptual Helper, an intelligent tutoring system that uses a unique cognitive approach to teaching qualitative physics. The results of the evaluation are encouraging and suggest that the proposed methodology can be effective in performing its task.

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implicit knowledge about motion

We present design principles and prototypical instantiations of a series of game-like learning environments. The "Magix" series supports learning through playful exploration. Extending the engaging nature of constructionist-style tools, Magix play kits foster a constructive-dialogic style of interaction. In the course of creating colorful, animated objects that interact with clones or similar objects, learners can explore emergent phenomena in realms such as geometry and sociodynamic systems. Learners' moves alternate with automatic moves of the computational device so that the interactions resemble turn-taking in a dialog. In PatternMagix, children play in a world of colorful tiles and geometric operations, from which they forge mosaic-like These evocative illustrations are from Locher, J. L. (ed.), The World of M. C. Escher.

classroom response system technology and the related pedagogy as one of the most promising innovations for transforming classrooms to be more learner-, knowledge-, assessment-, and community-centered. As a step towards guiding practice and advancing research, we present our review of the research on this and more advanced, but related technologies, particularly with regard to the popular use of these systems to enhance questioning and feedback. We also formulate tentative theoretical connections to a broader scientific literature that could explain how pedagogy and technology together realize multiple desirable outcomes Classroom Response and Communication Systems: Research Review and Theory Interest is growing in technologies that generalize and extend earlier “response systems” and “classroom communication systems, ” and enable teachers to improve instruction in classroom- or lecture hall-sized groups. Researchers report that instructors use the novel technological capabilities to enhance questioning and feedback, to motivate and monitor the participation of all students, to foster discussions of important concepts, and to energize and activate students ’ thinking. In their foundational summary of cognitive