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Direct linkMcKenney, Susan; Kali, Yael; Markauskaite, Lina; Voogt, Joke – Instructional Science: An International Journal of the Learning Sciences, 2015
Despite the fact that teaching is increasingly referred to as a design science, teacher education programs devote relatively little time to developing expertise in the design of instruction, beyond lesson planning. Yet today's teachers not only plan lessons that incorporate existing classroom activities and instructional resources, they also…
Descriptors: Science Instruction, Teacher Role, Instructional Design, Science Teachers
Muukkonen, Hanni; Lakkala, Minna; Hakkarainen, Kai – Journal of the Learning Sciences, 2005
In higher education, there is a challenge to gain the full benefit of the potentials of learning technology for collaborative knowledge advancement and for scaffolding practices of academic literacy and scientific argumentation. The technology, ideally, would be used to provide support that enables students to deal with more demanding tasks than…
Descriptors: Higher Education, Tutoring, Educational Technology, Computer Assisted Instruction
Peer reviewedSfard, Anna; McClain, Kay – Journal of the Learning Sciences, 2002
Introduces a special issue on the ways in which symbolic tools enable, mediate, and shape mathematical thinking while being themselves a product of these processes. (Author/MM)
Descriptors: Cognitive Processes, Concept Formation, Epistemology, Learning Strategies
Peer reviewedRam, Ashwin, Ed.; Nersessian, Nancy J., Ed.; Keil, Frank C., Ed. – Journal of the Learning Sciences, 1997
This special issue includes four articles that address issues concerning conceptual change. Topics include analogical reasoning and a case study of Johannes Kepler; conceptual change and wine expertise; the role of extreme case reasoning in instruction for conceptual change; and dynamic science assessment: a new approach for investigating…
Descriptors: Case Method (Teaching Technique), Case Studies, Concept Formation, Instructional Design
