Dragan Trninic
ETH Zurich
Competence (human resources)Embodied cognitionHuman–computer interactionEpistemologyEngineeringSituatedEducational psychologyInteraction designSemioticsMartial artsSociologyMathematics educationPsychologyInstructional designEducational technologyCognitionUbiquitous computingCognitive psychologyCognitive scienceStructure (mathematical logic)Cognitive roboticsFocus (linguistics)EnactivismAction (philosophy)Learning environmentDesign-based researchDiscovery learningExtension (metaphysics)TrainerArtifact (software development)Mathematics instructionProcedural skillPhilosophy of mathematicsComputer scienceCommunication designNumerical cognitionCommunicationConcept learningKnowledge managementDisciplineTeaching methodLearning theoryLearning sciences
31Publications
9H-index
305Citations
Publications 31
Newest
#1Esther Ziegler (ETH Zurich)H-Index: 6
#2Dragan Trninic (ETH Zurich)H-Index: 9
Last. Manu Kapur (ETH Zurich)H-Index: 25
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Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and to what extent, productive failure methods may be used to enhance the learning of procedural skills. A typical productive failure study focuses on a single, complex concept; in contrast, procedural knowledge generally consists of a series of less-complex procedural steps. In this study, failure occasions were adapted to spec...
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#1Tanmay SinhaH-Index: 12
#2Manu KapurH-Index: 25
Last. Dragan TrninicH-Index: 9
view all 6 authors...
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#1Hillary Swanson (USU: Utah State University)H-Index: 5
#2Dragan Trninic (ETH Zurich)H-Index: 9
Making sense of data is fundamental to science. Yet, the form in which data are represented can make their interpretation challenging for students. We introduce an activity that transformed a data table into an embodied artifact. The activity helped 8th grade students interpret the data to find that cold water warmed “fast-then-slow,” in other words, that the rate of warming decreased over time. For the activity, students were invited to “act out” the temperature change by walking along a giant ...
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#1John Edwards (USU: Utah State University)H-Index: 8
#2Joseph Ditton (USU: Utah State University)H-Index: 1
Last. Chad D. Mano (USU: Utah State University)H-Index: 6
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This paper investigates the idea of teaching programming language syntax before problem solving in Introductory Computer Programming (CS1). Theories of procedural skill acquisition imply that syntax should be taught with a pedagogy and curriculum quite different from that used in teaching problem solving. We draw from this literature to propose a practice-based pedagogy and curriculum to teach students syntax before they learn its application, something we call a "syntax-first" pedagogy, which u...
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#1Dragan Trninic (ETH Zurich)H-Index: 9
#2Manu Kapur (ETH Zurich)H-Index: 25
Last. Tanmay Sinha (ETH Zurich)H-Index: 12
view all 3 authors...
When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well-known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning design put this argument in question. A key finding from this study is that participants who trained with improved concr...
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#1Harrison Pearl (NU: Northwestern University)H-Index: 1
#2Samuel Arrants (NU: Northwestern University)
Last. Dragan Trninic (ETH Zurich)H-Index: 9
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Familiarity with the construction, test, and refinement of computational algorithms is of critical importance to many disciplines in the 21st century. We introduce a novel learning environment that lowers the threshold to participation in algorithmic practices including using functions to transform input, using conditionals to selectively transform or manipulate input, creating simple and complex algorithms, and testing and debugging algorithms to iteratively improve them. Our learning environme...
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#1Aline Nardo (ETH Zurich)H-Index: 2
#2Dragan Trninic (ETH Zurich)H-Index: 9
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#1Dragan TrninicH-Index: 9
#2Manu KapurH-Index: 25
#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 12
#2Manu Kapur (ETH Zurich)H-Index: 25
Last. Dragan Trninic (ETH Zurich)H-Index: 9
view all 6 authors...
#1Dragan Trninic (ETH Zurich)H-Index: 9
#2Roy Wagner (ETH Zurich)H-Index: 8
Last. Manu Kapur (ETH Zurich)H-Index: 25
view all 3 authors...
Abstract Although failure can be seen as unproductive or even counterproductive in mathematics classrooms, historical evidence suggests that negotiations around failure can act as a fountainhead of creative insight. To make this claim, we focus in particular on the historical development of mathematical formalisms. We survey recent scholarship supporting the notion that “failure” may be used productively in the classroom, and offer tentative suggestions as to how elements of “negotiable failure”...
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