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Lee, Silvia Wen-Yu; Wu, Hsin-Kai; Chang, Hsin-Yi – Instructional Science: An International Journal of the Learning Sciences, 2021
The aim of the study was to investigate students' views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and…
Descriptors: Secondary School Students, Grade 11, Grade 8, Student Attitudes
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Prinz, Anja; Golke, Stefanie; Wittwer, Jörg – Instructional Science: An International Journal of the Learning Sciences, 2021
Previous research has shown that misconceptions impair not only learners' text comprehension and knowledge transfer but also the accuracy with which they predict their comprehension and transfer. In the present experiment with N = 92 university students, we investigated to what extent reading a refutation text or completing a think sheet compared…
Descriptors: Misconceptions, Reading Comprehension, Accuracy, College Students
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Lombard, Jordan; Bråten, Ivar; van de Leemput, Cécile; Amadieu, Franck – Instructional Science: An International Journal of the Learning Sciences, 2021
This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students' multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents.…
Descriptors: Handheld Devices, Reading Comprehension, Technology Uses in Education, Reading Materials
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Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan – Instructional Science: An International Journal of the Learning Sciences, 2021
Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning opportunities and environments in ways that meet the needs of their learners. Designing these features requires expertise related to subject matter content, pedagogy, teacher and…
Descriptors: Curriculum Design, Science Curriculum, Instructional Design, Pedagogical Content Knowledge
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Hartmann, Christian; van Gog, Tamara; Rummel, Nikol – Instructional Science: An International Journal of the Learning Sciences, 2021
The Productive Failure (PF) approach prompts students to attempt to solve a problem prior to instruction -- at which point they typically fail. Yet, research on PF shows that students who are involved in problem solving prior to instruction gain more conceptual knowledge from the subsequent instruction compared to students who receive the…
Descriptors: Problem Solving, Failure, Observational Learning, Prior Learning
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Merchie, Emmelien; Catrysse, Leen; Van Keer, Hilde – Instructional Science: An International Journal of the Learning Sciences, 2021
Mind maps are often used to help readers process texts, but their effectiveness is empirically under-investigated. This study explores whether the use of mind maps presented either before or after the text can prime successful selective processing strategies related to the text topic structure. Differences in performance outcomes (i.e., memory and…
Descriptors: Elementary School Students, Cognitive Mapping, Cognitive Processes, Reading Processes
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Wijnia, Lisette; Baars, Martine – Instructional Science: An International Journal of the Learning Sciences, 2021
In the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and self-assessment accuracy in the domain of biology. A sample of 342 secondary school students participated in our study. Latent profile analysis resulted in four motivational…
Descriptors: Learning Motivation, Problem Solving, Video Technology, Modeling (Psychology)
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Dörrenbächer-Ulrich, Laura; Weißenfels, Marie; Russer, Lea; Perels, Franziska – Instructional Science: An International Journal of the Learning Sciences, 2021
Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it seems necessary to foster SRL in this group of leaners. In order to evaluate such training and to foster SRL in an optimal way, a valid assessment of this competence and its…
Descriptors: College Students, Independent Study, Student Evaluation, Evaluation Methods
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Kartal, Galip; Demir, Yusuf – Instructional Science: An International Journal of the Learning Sciences, 2021
This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers' early PD trajectories are shaped through observational narrative…
Descriptors: Foreign Countries, Second Language Instruction, English (Second Language), Student Teachers
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Casado-Ledesma, Lidia; Cuevas, Isabel; Van den Bergh, Huub; Rijlaarsdam, Gert; Mateos, Mar; Granado-Peinado, Miriam; Martín, Elena – Instructional Science: An International Journal of the Learning Sciences, 2021
Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration in students' essays. However, the potential of dialogic activities may be increased if they are combined with instructional practices. The primary…
Descriptors: Teaching Methods, Persuasive Discourse, Writing Instruction, Dialogs (Language)
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Ploetzner, Rolf; Berney, Sandra; Bétrancourt, Mireille – Instructional Science: An International Journal of the Learning Sciences, 2021
The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the…
Descriptors: Animation, Pictorial Stimuli, Instructional Effectiveness, Performance Factors
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Ziegler, Esther; Trninic, Dragan; Kapur, Manu – Instructional Science: An International Journal of the Learning Sciences, 2021
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;…
Descriptors: Algebra, Failure, Problem Solving, Mathematics Instruction
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Frerejean, Jimmy; van Geel, Marieke; Keuning, Trynke; Dolmans, Diana; van Merriënboer, Jeroen J. G.; Visscher, Adrie J. – Instructional Science: An International Journal of the Learning Sciences, 2021
This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive…
Descriptors: Instructional Design, Interdisciplinary Approach, Faculty Development, Elementary School Teachers
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Chen, Juanjuan; Wang, Minhong; Dede, Chris; Grotzer, Tina A. – Instructional Science: An International Journal of the Learning Sciences, 2021
Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking, cognitive maps (e.g., concept maps, reasoning maps) have been used to externalize thinking and have shown promising effects in terms of improving inquiry task performance.…
Descriptors: Cognitive Mapping, Concept Mapping, Active Learning, Inquiry
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Bae, Haesol; Glazewski, Krista; Brush, Thomas; Kwon, Kyungbin – Instructional Science: An International Journal of the Learning Sciences, 2021
Scaffolding is one of the critical features in a problem-based learning environment to address challenges associated with problem solving. While transfer of responsibility is considered as an ultimate goal in scaffolding that is adaptive and contingent, it is rarely studied and practiced. Thus, the purpose of this study was to inform a deeper…
Descriptors: Middle School Students, Problem Based Learning, Scaffolding (Teaching Technique), Problem Solving
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