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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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Eriksson, Kimmo; Helenius, Ola; Ryve, Andreas – Instructional Science: An International Journal of the Learning Sciences, 2019
Can instructional quality be measured using TIMSS items on how often certain instructional practices are used in the mathematics classroom? We focused on three instructional practices that have been the topics of longstanding debates in the educational literature: memorizing formulas, listening to the teacher, and relating mathematics to daily…
Descriptors: Achievement Tests, Elementary Secondary Education, Mathematics Achievement, Foreign Countries
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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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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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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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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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Colliot, Tiphaine; Jamet, Éric – Instructional Science: An International Journal of the Learning Sciences, 2019
We compared performances on a learning task in which students (N = 81) viewed a pedagogical multimedia document without (control group) or with a readymade graphic organizer (readymade group) with performances on an active learning task where students self-generated a graphic organizer either totally (total self-generated group) or partially…
Descriptors: Active Learning, Instructional Materials, Multimedia Materials, Cognitive Processes
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Chase, Kiera; Abrahamson, Dor – Instructional Science: An International Journal of the Learning Sciences, 2018
Forty 4th and 9th grade students participated individually in tutorial interviews centered on a problem-solving activity designed for learning basic algebra mechanics through diagrammatic modeling of an engaging narrative about a buccaneering giant burying and unearthing her treasure on a desert island. Participants were randomly assigned to…
Descriptors: Discovery Learning, Grade 4, Grade 9, Problem Solving
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Roll, Ido; Butler, Deborah; Yee, Nikki; Welsh, Ashley; Perez, Sarah; Briseno, Adriana; Perkins, Katherine; Bonn, Doug – Instructional Science: An International Journal of the Learning Sciences, 2018
Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits…
Descriptors: Inquiry, Active Learning, Discovery Learning, Physics
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Carlson, Spencer E.; Rees Lewis, Daniel G.; Gerber, Elizabeth M.; Easterday, Matthew W. – Instructional Science: An International Journal of the Learning Sciences, 2018
Learning communities (LCs) can provide authentic, social learning experiences but require an extensive amount of time and effort to orchestrate, often more than instructors can provide in typical university courses. Extracurricular, undergraduate, student-led learning communities (SLLCs) overcome this cost through volunteer peer-instructors.…
Descriptors: Communities of Practice, College Students, Student Leadership, Peer Teaching
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Heinze, Aiso; Arend, Julia; Gruessing, Meike; Lipowsky, Frank – Instructional Science: An International Journal of the Learning Sciences, 2018
The adaptive use of strategies, that is selecting a strategy which allows an efficient solution for a given problem, can be considered as an important individual ability relevant in various domains. Based on models of subjects' skills of adaptive use of strategies, two idealized instructional approaches are suggested to foster students in their…
Descriptors: Comparative Analysis, Teaching Methods, Mathematics Instruction, Grade 3
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Margulieux, Lauren E.; Catrambone, Richard; Schaeffer, Laura M. – Instructional Science: An International Journal of the Learning Sciences, 2018
Originally intended as a replication study, this study discusses differences in problem solving performance among different domains caused by the same instructional intervention. The learning sciences acknowledges similarities in the learners' cognitive architecture that allow interventions to apply across domains, but it also argues that each…
Descriptors: Problem Solving, Intervention, Instructional Design, Programming
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Raaijmakers, Steven F.; Baars, Martine; Schaap, Lydia; Paas, Fred; van Merriënboer, Jeroen; van Gog, Tamara – Instructional Science: An International Journal of the Learning Sciences, 2018
Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and…
Descriptors: Learning Strategies, Modeling (Psychology), Video Technology, Transfer of Training
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Tripto, Jaklin; Assaraf, Orit Ben; Snapir, Zohar; Amit, Miriam – Instructional Science: An International Journal of the Learning Sciences, 2017
This study follows two groups of students (67 in all) through the 3 years of their high school biology education and examines the development of their systems thinking--specifically their models of the human body as a system. Both groups were composed of biology majors, but the students in one group also participated in a PBLbased extension…
Descriptors: Human Body, High School Students, Biology, Models
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Danish, Joshua; Saleh, Asmalina; Andrade, Alejandro; Bryan, Branden – Instructional Science: An International Journal of the Learning Sciences, 2017
Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students' answers and the help they receive as they construct them. We report on a secondary analysis of…
Descriptors: Problem Solving, Ability, Scaffolding (Teaching Technique), Cognitive Development
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