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Donaldson, Jonan Phillip; Allen-Handy, Ayana – Educational Psychology Review, 2020
Metaphors are at the core of conceptualizations from which actions and practices in teaching and learning emerge. Much of the literature in the learning sciences and educational psychology research is based on assumptions emergent from conceptualizations of learning grounded in a "construction" metaphor of learning: meaning is…
Descriptors: Learning Processes, Figurative Language, Transfer of Training, Empowerment
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Lespiau, Florence; Tricot, André – Educational Psychology Review, 2019
According to Geary's evolutionary approach, humans are able to easily acquire primary knowledge and, with more efforts, secondary knowledge. The present study investigates how primary knowledge contents can facilitate the learning of formal logical rules, i.e., secondary knowledge. Framing formal logical problems in evolutionary salient contexts…
Descriptors: Epistemology, Learning Motivation, Abstract Reasoning, Logical Thinking
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Rey, Günter Daniel; Beege, Maik; Nebel, Steve; Wirzberger, Maria; Schmitt, Tobias H.; Schneider, Sascha – Educational Psychology Review, 2019
The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention…
Descriptors: Learning Processes, Multimedia Instruction, Teaching Methods, Recall (Psychology)
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Wu, Sally P. W.; Rau, Martina A. – Educational Psychology Review, 2019
Recent research suggests that drawing activities can help students learn concepts in the science, technology, engineering, and mathematics (STEM) disciplines. In particular, drawing activities, which mimic the practices of STEM professionals, can help students engage with visual-spatial content. However, prior work has also shown that students…
Descriptors: Freehand Drawing, STEM Education, Learning Processes, College Students
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Zamary, Amanda; Rawson, Katherine A. – Educational Psychology Review, 2018
Declarative concepts (abstract concepts denoted by key terms and definitions) are foundational content in many courses at most grade levels. The current research compared the relative effectiveness of provided examples to faded examples (a technique involving a transition from studying provided examples to completing partial examples to generating…
Descriptors: Concept Formation, Educational Psychology, Learning Processes, Models
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Vermunt, Jan D.; Donche, Vincent – Educational Psychology Review, 2017
The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and…
Descriptors: Academic Achievement, Student Attitudes, Higher Education, Learning Processes
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Vogel, Freydis; Wecker, Christof; Kollar, Ingo; Fischer, Frank – Educational Psychology Review, 2017
Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent…
Descriptors: Computer Assisted Instruction, Electronic Learning, Cooperative Learning, Scaffolding (Teaching Technique)
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Alexander, Patricia A. – Educational Psychology Review, 2017
What is relational reasoning? Why is it critical to consider the role of relational reasoning in students learning and development in science, technology, engineering, and mathematics (STEM)? Moreover, how do the particular contributions populating this special issue address the pressing societal needs and offer guidance to researchers and…
Descriptors: STEM Education, Logical Thinking, Teaching Methods, Role
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Schunn, Christian D. – Educational Psychology Review, 2017
This concluding commentary takes the perspective of research on practicing scientists and engineers to consider what open areas and future directions on relational thinking and learning should be considered beyond the impressive research presented in the special issue. Areas for more work include (a) a need to examine educational applications of…
Descriptors: Scientists, Engineering, Teaching Methods, Thinking Skills
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Phan, Huy P.; Ngu, Bing H.; Yeung, Alexander S. – Educational Psychology Review, 2017
We recently developed the "Framework of Achievement Bests" to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as "optimal achievement best," which stipulates the idea that individuals may, in general, strive to achieve personal…
Descriptors: Problem Solving, Instructional Design, Mathematics Instruction, Student Motivation
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Wieman, Carl; Welsh, Ashley – Educational Psychology Review, 2016
We collected data at a large, very selective public university on what math and science instructors felt was the biggest barrier to their students' learning. We also determined the extent of each instructor's use of research-based effective teaching methods. Instructors using fewer effective methods were more likely to say the greatest barrier to…
Descriptors: College Faculty, Mathematics Teachers, Science Teachers, Teacher Attitudes
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Rawson, Katherine A.; Dunlosky, John – Educational Psychology Review, 2016
Declarative concepts (i.e., key terms and corresponding definitions for abstract concepts) represent foundational knowledge that students learn in many content domains. Thus, investigating techniques to enhance concept learning is of critical importance. Various theoretical accounts support the expectation that example generation will serve this…
Descriptors: Undergraduate Students, Concept Formation, Experiments, Learning Processes
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Spirgel, Arie S.; Delaney, Peter F. – Educational Psychology Review, 2016
In five experiments, we consistently found that items included in summaries were better remembered than items omitted from summaries. We did not, however, find evidence that summary writing was better than merely restudying the text. These patterns held with shorter and longer texts, when the text was present or absent during the summary writing,…
Descriptors: Writing (Composition), Documentation, Memory, Multiple Choice Tests
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Carpenter, Shana K.; Lund, Terry J. S.; Coffman, Clark R.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D. – Educational Psychology Review, 2016
Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students' learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored…
Descriptors: Undergraduate Students, Introductory Courses, Biology, Academic Achievement
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Finn, Bridgid; Tauber, Sarah K. – Educational Psychology Review, 2015
When students monitor the effectiveness of their learning and accuracy of their memories, the presence or absence of specific content knowledge is not the only information that guides their evaluations. Equally important are the metacognitive experiences, subjective feelings, and epistemological beliefs that inform and accompany learning and…
Descriptors: Cognitive Processes, Learning Processes, Accuracy, Metacognition
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