How do learners make sense of what they are learning? In this article, I present a new
framework of sense-making based on research investigating the benefits and boundaries of …

Recently, there has been a growing interest in learning approaches that combine two
phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often …

When learning a new concept, should students engage in problem solving followed by
instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a …

ICAP is a theory of active learning that differentiates students' engagement based on their
behaviors. ICAP postulates that Interactive engagement, demonstrated by co‐generative …

Learning and performance are not always commensurable. Conditions that maximize
performance in the initial learning may not maximize learning in the longer term. I exploit this …

Competing trends in early childhood education emphasize the need for strong curricular
approaches and for unfettered exploration. We propose an approach to early learning that …

Because challenges are ubiquitous, resilience is essential for success in school and in life.
In this article we review research demonstrating the impact of students' mindsets on their …

The focus of this research was to create and test an introductory computer science course for
middle school. Titled “Foundations for Advancing Computational Thinking”(FACT), the …

Mathematical competence rests on develo** knowledge of concepts and of procedures (ie
conceptual and procedural knowledge). Although there is some variability in how these …

When learning a new math concept, should learners be first taught the concept and its
associated procedures and then solve problems, or solve problems first even if it leads to …