Learning & Interaction Lab
We study the social and cognitive aspects of learning through human interaction, combining experimental and descriptive research methods. We ask questions such as: What characterizes interactions that are associated with individual learning gains? What are the specific social and cognitive processes that produce these gains? How can these processes be facilitated (or inhibited) by different types of instructional support and design? How do learners interact in different communication media and do those differences affect the potential for learning?
Higher Order Thinking and Metacognition
Our research group studies two main areas:
Higher order thinking and metacognition in learning and instruction
Our research in this area examines issues related to learning and teaching to think in various school disciplines.We focus on the contribution of metacognitive knowledge for the development of students’ higher order thinking strategies, and on the challenges involved in thinking- rich learning. We also study the knowledge teachers and pre-service teachers need in order to teach students to think, and the nature of professional development processes in this context.
Scaling up instructional innovations
Although researchers currently understand how to construct innovative ways of learning and teaching that work well on a small scale, they are still grappling with the challenges involved in scaling them up across a large number of schoolsand programs. We are investigating these challenges by examining processes of large -scale implementation of higher order thinking and metacognition.