Convergent Cognition

Autor/inn/en	Rich, Peter J.; Leatham, Keith R.; Wright, Geoffrey A.
Titel	Convergent Cognition
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 41 (2013) 2, S.431-453 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-012-9240-7
Schlagwörter	Academic Achievement; Elective Courses; Programming; Mathematics Instruction; Mathematics Education; Second Language Instruction; Native Language Instruction + Suchen Sie Ihr Suchwort? Schulleistung; Elective course; Wahlkurs; Programmierung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht
Abstract	In an attempt to address shortcomings revealed in international assessments and lamented in legislation, many schools are reducing or eliminating elective courses, applying the rationale that replacing "non-essential" subjects with core subjects, such as mathematics and language arts, will better position students in the global market. However, there is evidence that systematically pairing a core subject with another, complementary subject, may lead to greater overall learning in both subjects. In this paper, we analyze two subject area pairs--first and second language, and computer programming and mathematics--to demonstrate in what ways two subjects might complement each other. We then analyze the relationships between these pairs to better understand the principles and conditions that encourage what we call "convergent cognition," the synergistic effect that occurs when a learner studies two complementary subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10