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Kali, Yael; McKenney, Susan; Sagy, Ornit – Instructional Science: An International Journal of the Learning Sciences, 2015
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…
Descriptors: Teacher Role, Technology Uses in Education, Educational Technology, Instructional Design
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Duffy, Melissa C.; Azevedo, Roger; Sun, Ning-Zi; Griscom, Sophia E.; Stead, Victoria; Crelinsten, Linda; Wiseman, Jeffrey; Maniatis, Thomas; Lachapelle, Kevin – Instructional Science: An International Journal of the Learning Sciences, 2015
This study examined the nature of cognitive, metacognitive, and affective processes among a medical team experiencing difficulty managing a challenging simulated medical emergency case by conducting in-depth analysis of process data. Medical residents participated in a simulation exercise designed to help trainees to develop medical expertise,…
Descriptors: Health Personnel, Metacognition, Team Training, Trainees
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Wagensveld, Barbara; Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo – Instructional Science: An International Journal of the Learning Sciences, 2015
We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group. Prior to the intervention, cognitive, scientific,…
Descriptors: Elementary School Students, Grade 4, Grade 6, Transfer of Training
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – Instructional Science: An International Journal of the Learning Sciences, 2015
Although successful collaborative learning requires socially shared metacognitive regulation (SSMR) of the learning process among multiple students, empirical research on SSMR is limited. The present study contributes to the emerging research on SSMR by examining its correlation with both collaborative learners' content processing strategies and…
Descriptors: Peer Teaching, Tutoring, Metacognition, Cooperative Learning
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Leopold, Claudia; Doerner, Marcel; Leutner, Detlev; Dutke, Stephan – Instructional Science: An International Journal of the Learning Sciences, 2015
In two experiments, we compared effects of instructions that encourage learners to create referential connections between words and pictures with instructions that distract learners from creating referential connections. In Experiment 1, students read a scientific text under four conditions. In the text-picture condition, students read the…
Descriptors: Instructional Effectiveness, Learning Processes, Learning Strategies, Educational Experiments
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van der Graaf, Joep; Segers, Eliane; Verhoeven, Ludo – Instructional Science: An International Journal of the Learning Sciences, 2015
A dynamic assessment tool was developed and validated using Mokken scale analysis to assess the extent to which kindergartners are able to construct unconfounded experiments, an essential part of scientific reasoning. Scientific reasoning is one of the learning processes happening within science education. A commonly used, hands-on,…
Descriptors: Kindergarten, Science Process Skills, Abstract Reasoning, Thinking Skills
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Blanch, Angel – Instructional Science: An International Journal of the Learning Sciences, 2015
The fluid and crystallized ("Gf-Gc") intelligence theory has been used extensively to evaluate the influence of cognitive abilities on educational outcomes within cross-sectional and longitudinal research designs. This study evaluated the contribution of fluid and crystallized abilities in the performance of a 1-week instructional…
Descriptors: Cognitive Ability, Intelligence, Learning Processes, Models
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Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany – Instructional Science: An International Journal of the Learning Sciences, 2015
Feedback is generally considered a beneficial learning tool, and providing feedback is a recommended instructional practice. However, there are a variety of feedback types with little guidance on how to choose the most effective one. We examined individual differences in working memory capacity as a potential moderator of feedback type. Second-…
Descriptors: Short Term Memory, Feedback (Response), Grade 2, Grade 3
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Wijnia, Lisette; Loyens, Sofie M.; Derous, Eva; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2015
In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of…
Descriptors: Problem Based Learning, Student Motivation, Reading Material Selection, Outcomes of Education
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Gregori-Giralt, Eva; Menéndez-Varela, José Luis – Instructional Science: An International Journal of the Learning Sciences, 2015
Validity is a central issue in portfolio-based assessment. This empirical study used a quantitative approach to analyse the validity of the inferences drawn from a disciplinary course work portfolio assessment comprising profession-specific and learning competencies. The study also examined the problems involved in the development of the…
Descriptors: Validity, Portfolio Assessment, Statistical Analysis, College Freshmen
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Schmeck, Annett; Opfermann, Maria; van Gog, Tamara; Paas, Fred; Leutner, Detlev – Instructional Science: An International Journal of the Learning Sciences, 2015
Subjective cognitive load (CL) rating scales are widely used in educational research. However, there are still some open questions regarding the point of time at which such scales should be applied. Whereas some studies apply rating scales directly after each step or task and use an average of these ratings, others assess CL only once after the…
Descriptors: Cognitive Processes, Difficulty Level, Rating Scales, Measurement
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Hew, Khe Foon – Instructional Science: An International Journal of the Learning Sciences, 2015
This study aims to extend a previous work on the role of peer facilitation of asynchronous online discussions. Specifically, in this paper I report three cases that examine students' preference for peer or instructor facilitation of online discussion forums, as well as their respective reasons for it. These three cases involved the following…
Descriptors: Student Attitudes, Peer Teaching, Teacher Role, Facilitators (Individuals)
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Dirkx, Kim J.; Thoma, Gun-Brit; Kester, Liesbeth; Kirschner, Paul. A. – Instructional Science: An International Journal of the Learning Sciences, 2015
Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes…
Descriptors: Study, Attention, Cognitive Processes, Eye Movements
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Sung, Yao-Ting; Shih, Pao-Chen; Chang, Kuo-En – Instructional Science: An International Journal of the Learning Sciences, 2015
Providing instruction on spatial geometry, specifically how to calculate the surface areas of composite solids, challenges many elementary school teachers. Determining the surface areas of composite solids involves complex calculations and advanced spatial concepts. The goals of this study were to build on students' learning processes for…
Descriptors: Elementary School Students, Mathematics Instruction, Elementary School Mathematics, Geometry
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Dewolf, Tinne; Van Dooren, Wim; Hermens, Frouke; Verschaffel, Lieven – Instructional Science: An International Journal of the Learning Sciences, 2015
During the last two decades various researchers confronted upper elementary and lower secondary school pupils with word problems that were problematic from a realistic modelling point of view (so-called P-items), and found that pupils in general did not use their everyday knowledge to solve such P-items. Several attempts were undertaken to…
Descriptors: Word Problems (Mathematics), Illustrations, College Students, Eye Movements
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