{"id":604,"date":"2016-10-31T16:16:36","date_gmt":"2016-10-31T14:16:36","guid":{"rendered":"https:\/\/stwww1.weizmann.ac.il\/en\/?page_id=604"},"modified":"2019-04-10T11:25:22","modified_gmt":"2019-04-10T08:25:22","slug":"cognitive-coherence","status":"publish","type":"page","link":"https:\/\/stwww1.weizmann.ac.il\/en\/?page_id=604","title":{"rendered":"Cognitive Coherence"},"content":{"rendered":"<h1>Cognitive Coherence<\/h1>\n<h2>Leading team<\/h2>\n<p>Dr. Yael Shwartz<\/p>\n<h2>Summary<\/h2>\n<p>Research indicates strong positive relationship between instructional coherence and improving students achievements.<br \/>\nCurricular coherence is the most dominant predictive factor of students&#8217; learning as measured by TIMSS<br \/>\nDr. Yael Shwartz was involved in developing the curriculum &#8211; Investigating and Questioning our World through Science and Technology (IQWST), in which coherence was a major design principle: Learning Goals coherence, Intra and inter-unit coherence.<\/p>\n<p>In 2009-2010 a study investigating whether middle-school students have a coherent view of the concept of energy was conducted. Gaps and discontinuities in student&#8217;s knowledge of energy were identified.<\/p>\n<h2>Related articles<\/h2>\n<ul>\n<li>Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Ach?r, A., Fortus, D., &#8230; &amp; Krajcik, J. (2009). <a href=\"http:\/\/www.jstor.org\/discover\/10.1086\/590526?uid=3738240&amp;uid=2&amp;uid=4&amp;sid=21102669660933%20\" target=\"_blank\" rel=\"noopener noreferrer\">Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners<\/a>. Journal of Research in Science Teaching, 46(6), 632-654.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Cognitive Coherence<br \/>\nLeading team<br \/>\nDr. Yael Shwartz<br \/>\nSummary<br \/>\nResearch indicates strong positive relationship between instructional coherence and improving students achievements.<br \/>\nCurricular coherence is the most dominant predictive factor of students&#8217; learning as measured by TIMSS<br \/>\nDr. Yael Shwartz was involved in developing the curriculum &#8211; Investigating and Questioning our World through Science and Technology (IQWST), in which coherence was a major design principle: Learning Goals coherence, Intra and inter-unit coherence.<br \/>\nIn 2009-2010 a study investigating whether middle-school students have a &#8230;<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":64,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-604","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=\/wp\/v2\/pages\/604"}],"collection":[{"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=604"}],"version-history":[{"count":2,"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=\/wp\/v2\/pages\/604\/revisions"}],"predecessor-version":[{"id":1456,"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=\/wp\/v2\/pages\/604\/revisions\/1456"}],"up":[{"embeddable":true,"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=\/wp\/v2\/pages\/64"}],"wp:attachment":[{"href":"https:\/\/stwww1.weizmann.ac.il\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=604"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}