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Direct linkMolenaar, Inge; van Boxtel, Carla A. M.; Sleegers, Peter J. C. – Instructional Science: An International Journal of the Learning Sciences, 2011
This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two…
Descriptors: Experimental Groups, Control Groups, Research Design, Metacognition
Cheung, Wai Ming – Instructional Science: An International Journal of the Learning Sciences, 2011
This research employed the Learning Study approach which refers to a blend of Japanese "lesson study" and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same…
Descriptors: Teaching Methods, Creativity, Writing Instruction, Chinese
Glenberg, Arthur M.; Goldberg, Andrew B.; Zhu, Xiaojin – Instructional Science: An International Journal of the Learning Sciences, 2011
An embodied approach to reading comprehension suggests that emerging readers must learn to map words and phrases onto their remembered experiences, but this is made difficult by the necessity of focusing attention on decoding. Having children manipulate toys to correspond to what they are reading overcomes this problem, but introduces its own…
Descriptors: Reading Comprehension, Early Reading, Toys, Educational Technology
Kim, Minchi C.; Hannafin, Michael J. – Instructional Science: An International Journal of the Learning Sciences, 2011
In response to the calls to improve and deepen scientific understanding and literacy, considerable effort has been invested in developing sustainable technology-enhanced learning environments to improve science inquiry. Research has provided important guidance for scaffolding learning in mathematics and science. However, these reports have…
Descriptors: Evidence, Classroom Research, Grade 6, Scaffolding (Teaching Technique)
Wetter, Olive Emil; Koerner, Fritz; Schwaninger, Adrian – Instructional Science: An International Journal of the Learning Sciences, 2009
In a retrospective study, we compared school performance of 53 children practicing music (group 1) with 67 controls not practicing music (group 2). Overall average marks as well as average marks of all school subjects except sports were significantly higher in children who do (group 1) than in those who do not practice music (group 2). In a…
Descriptors: Control Groups, Music, Academic Achievement, Multiple Regression Analysis
Boldrin, Angela; Mason, Lucia – Instructional Science: An International Journal of the Learning Sciences, 2009
"I believe that he/she is telling the truth", "I know about the solar system": what epistemic criteria do students use to distinguish between knowledge and beliefs? If knowing and believing are conceptually distinguishable, do students of different grade levels use the same criteria to differentiate the two constructs? How do students understand…
Descriptors: Criteria, Grade 8, Beliefs, Epistemology
