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Showing 1 to 15 of 66 results Save | Export
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Wu, Pai-Hsing; Wu, Hsin-Kai – Instructional Science: An International Journal of the Learning Sciences, 2020
According to policy documents and research studies, one key objective of science education is to develop students' inquiry abilities; however, relatively little is known about the interplay among students' inquiry abilities, the dimensions of their engagement, and their inquiry-related curiosity. The purpose of this study is to explore how four…
Descriptors: Science Education, Science Process Skills, Inquiry, Learner Engagement
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Adams-Wiggins, Karlyn R.; Myers, Michelle N.; Dancis, Julia S. – Instructional Science: An International Journal of the Learning Sciences, 2020
While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners' participation in small group contexts via teacher-led interventions, we know little about how one becomes low status, or the role peers play in legitimating or delegitimating inequitable relations. This study used the sociocultural…
Descriptors: Middle School Students, Grade 7, Science Education, Inquiry
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Nieswandt, Martina; McEneaney, Elizabeth H.; Affolter, Renee – Instructional Science: An International Journal of the Learning Sciences, 2020
Classroom activities using an inquiry approach often feature students working in small groups to reduce teacher-centeredness and maximize student autonomy. Within science classrooms, group work may mirror modern scientific research: successful interaction among team members (social/relational) that engages probing questioning and creativity…
Descriptors: High School Students, Small Group Instruction, Science Instruction, Cooperative Learning
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Abdu, Rotem; Schwarz, Baruch – Instructional Science: An International Journal of the Learning Sciences, 2020
Conditions under which group work leads to learning have been studied in collaborative settings. Little is known, however, about whether and how the interplay between collaboration and cooperation impinges on group learning. In this paper, we study this interplay in the context of mathematical problem-solving. We focus on how training students to…
Descriptors: Middle School Students, Grade 8, Mathematics Skills, Problem Solving
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Zambrano, Jimmy; Kirschner, Femke; Sweller, John; Kirschner, Paul A. – Instructional Science: An International Journal of the Learning Sciences, 2019
Collaborative learning is a widely used instructional technique, but factors determining its effectiveness still are unclear. Cognitive load theory was used to examine the effects of prior collaborative experience and density of distribution of information amongst learners on short-term retention and delayed retention tests, as well as cognitive…
Descriptors: Cooperative Learning, Retention (Psychology), Cognitive Processes, Difficulty Level
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Malkiewich, Laura J.; Chase, Catherine C. – Instructional Science: An International Journal of the Learning Sciences, 2019
Engaging in engineering tasks can help students learn science concepts. However, many engineering tasks lead students to focus more on the success of their construction than on learning science content, which can hurt students' ability to learn and transfer scientific principles from them. Two empirical studies investigate how content-focused…
Descriptors: Goal Orientation, Engineering Education, Scientific Concepts, Transfer of Training
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Liao, Yu-Hsiu; Kung, Wei-Chieh; Chen, Hsueh-Chih – Instructional Science: An International Journal of the Learning Sciences, 2019
This study investigated the effects of creative-map instructional strategies on learning performance, learning motivation, and creativity in a junior high school geography class. A quasi-experimental approach was used to assess the treatment effects among 79 ninth graders, utilizing qualitative data including students' feedback, and four…
Descriptors: Mnemonics, Teaching Methods, Maps, Learning Motivation
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Wischgoll, Anke; Pauli, Christine; Reusser, Kurt – Instructional Science: An International Journal of the Learning Sciences, 2019
An individual's learning is determined by cognition, motivation, and social context. Taking these aspects into account, we assessed scaffolding in tutoring situations via contingency to determine how successful and unsuccessful teacher-student interactions are shaped. We aimed to find out how the problem-solving process in successful tutoring…
Descriptors: Scaffolding (Teaching Technique), Tutoring, Teacher Student Relationship, Problem Solving
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Kühl, Tim; Münzer, Stefan – Instructional Science: An International Journal of the Learning Sciences, 2019
In research on learning with animations compared to static pictures usually very short and narrowly defined topics are chosen. However, in school contexts such topics are often extended by additional information (i.e., information that is related to a given topic, but not essential for this topic). In the current study, that took place in a school…
Descriptors: Animation, Teaching Methods, Pictorial Stimuli, Instructional Effectiveness
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Richter, Juliane; Scheiter, Katharina – Instructional Science: An International Journal of the Learning Sciences, 2019
The purpose of this study was to shed light on the cognitive processes underlying the expertise reversal effect related to multimedia signaling. Multimedia signals highlight correspondences between text and pictures, which is supposed to support text-picture integration and thus learning from multimedia. Previous research suggests that learners'…
Descriptors: Expertise, Eye Movements, Cognitive Processes, Secondary School Students
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Nugteren, Michelle L.; Jarodzka, Halszka; Kester, Liesbeth; Van Merriënboer, Jeroen J. G. – Instructional Science: An International Journal of the Learning Sciences, 2018
Self-assessment and task selection are important self-regulated learning skills for secondary school students. More specifically, selecting new tasks based on self-assessments is very important for them, because teachers are not always present or able to select tasks for them individually. However, little is known about the processes underlying…
Descriptors: Secondary School Students, Self Evaluation (Individuals), Models, Self Management
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McIntyre, Nora A.; Foulsham, Tom – Instructional Science: An International Journal of the Learning Sciences, 2018
Humans are born to learn by understanding where adults look. This is likely to extend into the classroom, making teacher gaze an important topic for study. Expert teacher gaze has mainly been investigated in the laboratory, and has focused mostly on one cognitive process: teacher attentional (i.e., information-seeking) gaze. No known research has…
Descriptors: Eye Movements, Cultural Differences, Cross Cultural Studies, Teacher Behavior
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Tan, Esther – Instructional Science: An International Journal of the Learning Sciences, 2018
Collaborative learning involves the collaborative regulation of cognitive activities to establish common ground for the coordination of content. Drawing on research on cognitive scripts to embed collaboration in learning, this study examines the effect of the quality of the grounding and testing processes on the quality of the inquiry processes…
Descriptors: Cooperative Learning, Teaching Methods, Inquiry, Discourse Analysis
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Wen, Cai-Ting; Chang, Chia-Jung; Chang, Ming-Hua; Fan Chiang, Shih-Hsun; Liu, Chen-Chung; Hwang, Fu-Kwun; Tsai, Chin-Chung – Instructional Science: An International Journal of the Learning Sciences, 2018
This study investigated students' modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the…
Descriptors: Educational Games, Simulation, Problem Solving, Models
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Silseth, Kenneth – Instructional Science: An International Journal of the Learning Sciences, 2018
In this article, I analyze teachers' use of students' everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers' attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student…
Descriptors: Secondary School Students, Prior Learning, Learning Processes, Concept Formation
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