Teacher, Text, and Experiences: A Case of Young Children's Scientific Inquiry
The Role of Learning Task on Attitude Change Using Cognitive Flexibility Hypertext Systems
This descriptive case study describes a 10-day program of study of motion down inclined planes during which a class of 21 second graders investigated scientific relationships such as mass and speed, speed and momentum, and mass and momentum via both text-based experiences (“second-hand investigations”) and hands-on materials-based experiments (“first-hand investigations”). First-hand and second-hand investigations were observed to work in concert to provide young students with rich opportunities to learn about motion and to express their developing understandings of scientific ideas. Highlighted is evidence of children in the class engaging in several processes integral to inquiry, namely, (a) using data as evidence, (b) evaluating investigative procedures, and (c) making sense of multiple forms of representations.
This study examines the impact of task assignment on the effectiveness of a web-based experiential exercise based on cognitive flexibility theory to enlighten learner attitudes towards the ill-structured topic of sexual harassment. The research study seeks to shed light on the use of a cognitive flexibility approach when measuring attitude changes. Specifically, the study examines whether or not learning task assigned to the learner impacts their attitude towards the emotionally charged and complex topic of sexual harassment. Results suggest task need to be carefully constructed so that learners may adapt their attitudes towards sexual harassment.