Dr. Miray Tekkumru Kisa, Assistant Professor, Florida State University
Josh Paschedag, High School Science Specialist, Chicago Public Schools
How do you know a lesson or activity is intellectually challenging enough for your students? What does intellectually challenging mean in an era in which students can look up any and all facts on devices in their pockets? Dr. Tekkumru Kisa and Josh Paschedag discuss how to use the Task Analysis Guide in Science to assess the cognitive demand and integration of the NGSS 3 dimensions in classroom tasks. This easy-to-use tool can also point the way to simple changes that will keep the tasks that you assign to your students in science classrooms cognitively demanding.
Change in Thinking Demands for Students Across the Phases of a Science Task: An Exploratory Study (CLICK HERE)
Tekkumru-Kisa, M., Schunn, C., & Stein, M. K. (Accepted). Identifying cognitively demanding science tasks for providing opportunities for students to engage in three-dimensional learning. The Science Teacher.
Tekkumru-Kisa, M., Stein, M. K., & Doyle, W. (2020). Theory and research on tasks revisited: Task as a context of students' thinking in the era of ambitious reforms. Educational Researcher. doi:https://doi.org/10.3102/0013189X20932480
Tekkumru-Kisa, M., & Akcil-Okan, O. (2020). Designing and implementing cognitively demanding science tasks for fostering productive disciplinary engagement. In Melissa Gresalfi, & Ilana Horn (Eds.), The Interdisciplinarity of the Learning Sciences. 14th International Conference of the Learning Sciences (ICLS) (pp. 2038-2045). International Society of the Learning Sciences, Inc.
Tekkumru-Kisa, M., Stein, M. K., & Schunn, C. (2015). A framework of cognitive demand and content-practices integration: Task Analysis Guide in Science. Journal of Research in Science Teaching, 52(5), 659-685. doi:https://doi.org/10.1002/tea.21208