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Instructional Science: An…497
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Klepsch, Melina; Seufert, Tina – Instructional Science: An International Journal of the Learning Sciences, 2020
Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of the learning material, and (3) the activation of the learner's cognitive processes during learning. Based on Cognitive Load Theory, learners also need to deal with the task…
Descriptors: Instructional Design, Learning Activities, Instructional Materials, Cognitive Processes
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Widmann, Andreas; Mulder, Regina H. – Instructional Science: An International Journal of the Learning Sciences, 2020
Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to get a deeper understanding of meaningful team learning and team mental models in educational contexts, by analysing the effect of team learning behaviours (TLBs) on the development of…
Descriptors: Teamwork, Schemata (Cognition), Performance, Vocational Education Teachers
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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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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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Loibl, Katharina; Tillema, Marcel; Rummel, Nikol; van Gog, Tamara – Instructional Science: An International Journal of the Learning Sciences, 2020
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep…
Descriptors: Problem Solving, Failure, Prior Learning, Teaching Methods
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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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Glaser, Manuela; Schwan, Stephan – Instructional Science: An International Journal of the Learning Sciences, 2020
Multimedia learning scenarios in which a picture is the main focus often use combinations of verbal and visual cueing. Based on models of picture processing and multimedia learning, the present study examined the effect of verbal and visual cueing on two basic aspects of pictorial learning: retention and localization of pictorial elements. Videos…
Descriptors: Visual Stimuli, Cues, Verbal Communication, Multimedia Instruction
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Delahunty, Thomas; Seery, Niall; Lynch, Raymond – Instructional Science: An International Journal of the Learning Sciences, 2020
Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems…
Descriptors: STEM Education, Problem Solving, Concept Formation, Convergent Thinking
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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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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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Schmidgall, Steffen P.; Scheiter, Katharina; Eitel, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2020
Digital drawing can foster learning, but only if the drawing is of sufficient quality. Hence, the focus of the present study was to investigate whether and how two types of drawing support may foster drawing quality and, in turn, learning outcomes. To this end, participants (N = 156) were randomly assigned to one of four conditions, in which they…
Descriptors: Handheld Devices, Freehand Drawing, Outcomes of Education, Skill Development
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Heirweg, Sofie; De Smul, Mona; Merchie, Emmelien; Devos, Geert; Van Keer, Hilde – Instructional Science: An International Journal of the Learning Sciences, 2020
The present study investigates primary school students' self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students' SRL process, as well as potential differences…
Descriptors: Elementary School Students, Self Management, Learning Processes, Sequential Approach
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Jennings, Jay; Muldner, Kasia – Instructional Science: An International Journal of the Learning Sciences, 2020
When students are solving problems they often turn to examples when they need assistance. Examples are helpful because they illustrate how a problem can be solved. However, when examples are very similar to the problems, students default to copying the example solutions, which hinders learning. To address this, prior work has investigated the…
Descriptors: Problem Solving, Models, Teaching Methods, Attention
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