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Fyfe, Emily R.; Brown, Sarah A. – Instructional Science: An International Journal of the Learning Sciences, 2020
Students' problem-solving success depends on more than their knowledge and abilities. One factor that may play a role is the teacher's expectations of students. The current study focused on how a teacher's explicitly-stated expectations influence students' ability to learn from corrective feedback during problem solving. On the one hand, setting…
Descriptors: Problem Solving, Teacher Expectations of Students, Feedback (Response), Undergraduate Students
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Ouyang, Fan; Chang, Yu-Hui; Scharber, Cassandra; Jiao, Pengcheng; Huang, Tianhui – Instructional Science: An International Journal of the Learning Sciences, 2020
Education is under a radical transformation in the current innovation-driven knowledge age. The instructor-student collaborative partnership has the potential to transform education from traditional instructor-directed, transmissive teaching to active, participatory student-centered learning. However, relevant inquiry indicates the conceptual,…
Descriptors: Teacher Student Relationship, Partnerships in Education, Communities of Practice, Online Courses
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Hu, Yanjuan; Zhao, Xiantong; van Veen, Klaas – Instructional Science: An International Journal of the Learning Sciences, 2020
Training researchers represents a substantially deeply international activity for higher education, and yet the transition into independence, a critical aim of doctoral education, remains a challenge for both supervisors and doctoral students, especially those from different cultural backgrounds. Interactions between Chinese doctoral students and…
Descriptors: Doctoral Students, Asians, Foreign Countries, Intercultural Communication
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Mateos, Mar; Rijlaarsdam, Gert; Martín, Elena; Cuevas, Isabel; Van den Bergh, Huub; Solari, Mariana – Instructional Science: An International Journal of the Learning Sciences, 2020
This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were…
Descriptors: Controversial Issues (Course Content), Instructional Effectiveness, Writing Instruction, Undergraduate Students
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Tifferet, Sigal – Instructional Science: An International Journal of the Learning Sciences, 2020
Student tasks are assigned frequently in higher education to facilitate learning. For the students, the task grade is one of the motivating components for successfully performing a task. In this study, we presented students with a hypothetical task under different but equivalent grade computations (framings). Based upon principles derived from…
Descriptors: Undergraduate Students, Student Evaluation, Grading, Grades (Scholastic)
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Thomas, Christopher L.; Kirby, Lauren A. J. – Instructional Science: An International Journal of the Learning Sciences, 2020
Many learners possess misconceptions regarding instructional content; toward this aim, educational practitioners employ teaching practices that support learners' efforts to restructure their existing knowledge structures--a process known as conceptual change. The Cognitive Reconstruction of Knowledge Model emphasizes the importance of conceptual…
Descriptors: Misconceptions, Teaching Methods, Concept Formation, Acquired Immunodeficiency Syndrome (AIDS)
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Lehmann, Thomas; Rott, Benjamin; Schmidt-Borcherding, Florian – Instructional Science: An International Journal of the Learning Sciences, 2019
The present study aims to investigate the effects of writing tasks and prompts on knowledge integration across domains. One hundred pre-service teachers were asked to read and develop a global understanding of textbook excerpts from the core domains of their professional knowledge: content knowledge (CK), pedagogical knowledge (PK), and…
Descriptors: Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge, Writing Assignments
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Jiajun, Guo; Islam, A. Y. M. Atiquil; Teo, Timothy; Spector, Jonathan Michael – Instructional Science: An International Journal of the Learning Sciences, 2019
This study focuses on visual creativity and how it can be supported with computer technologies and thereby be used to support learning and instruction. However, studies related to computer-enabled visual creativity have not been frequently explored. As such, the current research proposes a model consisting of four major factors: (a) computer-aided…
Descriptors: Creativity, Visual Arts, Self Efficacy, Computer Attitudes
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Greene, Jeffrey A.; Freed, Rebekah; Sawyer, R. Keith – Instructional Science: An International Journal of the Learning Sciences, 2019
There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this gap in research, we chose to study pedagogical practices in schools of art and design, where one of the intended learning outcomes is creativity. Based upon data gathered as part…
Descriptors: Creativity, Higher Education, Art, Design
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Harley, Jason M.; Jarrell, Amanda; Lajoie, Susanne P. – Instructional Science: An International Journal of the Learning Sciences, 2019
Despite the importance of emotion regulation in education there is a paucity of research examining it in authentic educational contexts. Moreover, emotion measurement continues to be dominated by self-report measures. We address these gaps in the literature by measuring emotion regulation and activation in 37 medical students' who were solving…
Descriptors: Emotional Response, Self Control, Medical Students, Arousal Patterns
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von der Mühlen, Sarah; Richter, Tobias; Schmid, Sebastian; Berthold, Kirsten – Instructional Science: An International Journal of the Learning Sciences, 2019
The ability to comprehend informal arguments is essential for scientific literacy but students often lack structural knowledge about these arguments, especially when the arguments are more complex. This study used a pre-post-test design with a follow-up 4 weeks later to investigate whether a computerised training in identifying structural…
Descriptors: Persuasive Discourse, College Students, Training, Program Effectiveness
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van Blankenstein, Floris M.; Tru?escu, Gabriela-Olivia; van der Rijst, Roeland M.; Saab, Nadira – Instructional Science: An International Journal of the Learning Sciences, 2019
The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of…
Descriptors: Models, Feedback (Response), Peer Evaluation, Comparative Analysis
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Zeeb, Helene; Biwer, Felicitas; Brunner, Georg; Leuders, Timo; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2019
Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical-psychological knowledge and subject-specific pedagogical knowledge. We investigated whether prior instruction emphasizing the importance of knowledge integration (relevance instruction) supports preservice teachers in using both knowledge types…
Descriptors: Prior Learning, Relevance (Education), Preservice Teachers, Instructional Effectiveness
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Vilppu, Henna; Södervik, Ilona; Postareff, Liisa; Murtonen, Mari – Instructional Science: An International Journal of the Learning Sciences, 2019
The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers' interpretations of teaching-learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a…
Descriptors: Minicourses, Online Courses, College Faculty, Faculty Development
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Toomey, Natalie; Heo, Misook – Instructional Science: An International Journal of the Learning Sciences, 2019
The goal of this study was to investigate cognitive style (the visualizer-verbalizer dimension) and cognitive ability (spatial and verbal abilities) in terms of corresponding resource use behavior. The study further examined the potential link between cognitive style and cognitive ability based on observable behavior. A total of 67 university…
Descriptors: Cognitive Ability, Cognitive Style, Spatial Ability, Verbal Ability
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