Complementary Effects of Sense-Making and Fluency-Building Support for Connection Making: A Matter of Sequence?

2013 ◽  
pp. 329-338 ◽  
Author(s):  
Martina A. Rau ◽  
Vincent Aleven ◽  
Nikol Rummel
Keyword(s):  
Sense Making ◽  
Fluency Building

Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

2015 ◽  
Vol 16 (3) ◽  
pp. 654-669 ◽  
Author(s):  
Martina A. Rau
Keyword(s):  
Prior Knowledge ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Intelligent Tutoring System ◽  
Multiple Representations ◽  
Perceptual Fluency ◽  
Sense Making ◽  
Learning Needs ◽  
Making Sense ◽  
Fluency Building

Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research has focused on supporting one type of connection-making process: conceptually making sense of connections among representations. Yet, recent research suggests that a second type of connection-making process plays a role in students' learning: perceptual fluency in translating among representations. I hypothesized that combining support for both conceptual sense making of connections and for perceptual fluency in connection making leads to higher learning gains in general chemistry among undergraduate students. I tested this hypothesis in two experiments with altogetherN= 158 undergraduate students using an intelligent tutoring system for chemistry atomic structure and bonding. Results suggest that the combination of conceptual sense-making support and perceptual fluency-building support for connection making is effective for students with low prior knowledge, whereas students with high prior knowledge benefit most from receiving perceptual fluency-building support alone. This finding suggests that students' learning in chemistry can be enhanced if instruction provides support for connection making among multiple representations in a way that tailors to their specific learning needs.

The psychology of taking offense: A sense-making model

2004 ◽  
Author(s):  
Mark Pezzo ◽  
Sarah McDougal ◽  
Jordan Litman
Keyword(s):  
Sense Making

Developing Math Automaticity Using a Classwide Fluency Building Intervention

2006 ◽  
Author(s):  
Philip K. Axtell ◽  
Brian Boncy ◽  
Sherry M. Bell ◽  
R. Steve McCallum ◽  
Daniel L. Fudge
Keyword(s):  
Fluency Building

The Dynamics of Sense-Making: ERP Evidence of Words Within Words

2008 ◽  
Author(s):  
Petra M. van Alphen ◽  
Jos J. A. van Berkum
Keyword(s):  
Sense Making

Sense Making Scale

2007 ◽  
Author(s):  
Kenneth I. Pakenham
Keyword(s):  
Sense Making

Temporal typifications as an organizational resource: Experiential knowledge and patient processing at the emergency department

2021 ◽  
pp. 0961463X2110318
Author(s):  
Marius Wamsiedel
Keyword(s):  
Emergency Department ◽  
Temporal Distribution ◽  
Experiential Knowledge ◽  
Moral Evaluation ◽  
Sense Making ◽  
Healthcare Settings ◽  
Organizational Resource ◽  
Sociological Literature ◽  
Common Strategy ◽  
Admission Interviews

The connection between time and power has been studied extensively. A common strategy through which street-level bureaucrats exert power and dominance over their clients consists of imposing protracted waiting and maintaining uncertainty regarding the outcomes of waiting. In this study, I argue that another facet of power in organizations is related to the temporal typification of cases. By exploring the triage work in two emergency departments (EDs), I show that nurses and clerks identify patterns in the temporal distribution of visits and attach clinical and moral meanings to them. The temporal typifications are sense-making devices through which triage workers orient to patients. They form a stock of tacit experiential knowledge that delineates specific expectations about the legitimacy of cases and the worth of patients. These expectations impact the unfolding and structure of triage admission interviews and contribute to the prioritization of cases. The study brings into conversation the sociological literature on time and power with the study of the moral evaluation of patients to examine temporal typifications as an organizational resource in healthcare settings. It contributes to a better understanding of triage workers’ experiential knowledge and the practical accomplishment of moral evaluation in EDs.

Four Poems From an Insurrection

2021 ◽  
pp. 194084472110027
Author(s):  
Kurt Borchard
Keyword(s):  
Political Legitimacy ◽  
Free Form ◽  
Sense Making ◽  
Word Play ◽  
The U.S

I present four poems written in response to the U.S. Capitol insurrection. The poems are constructed through fragments of contemporary phrases, words from national anthems and pledges, and word play through spelling, phonetics, and semantics. They produce discordant, emergent sense-making through free form verse composed during a singular crisis of political legitimacy.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

Sign in / Sign up

Export Citation Format

Share Document