Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 0 |
Since 2005 (last 20 years) | 3 |
Descriptor
Source
Instructional Science: An… | 3 |
Author
Brittingham, Joshua K. | 1 |
Coles, Robert | 1 |
Craig, Scotty D. | 1 |
Dori, Yehudit Judy | 1 |
Gholson, Barry | 1 |
Graesser, Arthur C. | 1 |
Kaberman, Zvia | 1 |
Lantz-Andersson, Annika | 1 |
Linderoth, Jonas | 1 |
Morgan, Brent | 1 |
Saljo, Roger | 1 |
More ▼ |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Reports - Evaluative | 1 |
Education Level
Elementary Secondary Education | 3 |
Secondary Education | 2 |
Grade 12 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Lantz-Andersson, Annika; Linderoth, Jonas; Saljo, Roger – Instructional Science: An International Journal of the Learning Sciences, 2009
The general background of this study is an interest in how digital tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine students' reasoning when solving word problems in mathematics, and what kind of learning that follows. Theoretically the research takes its point of departure in a…
Descriptors: Sociocultural Patterns, Class Activities, Learning Activities, Word Problems (Mathematics)
Gholson, Barry; Witherspoon, Amy; Morgan, Brent; Brittingham, Joshua K.; Coles, Robert; Graesser, Arthur C.; Sullins, Jeremiah; Craig, Scotty D. – Instructional Science: An International Journal of the Learning Sciences, 2009
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials are organized around questions that invite deep-reasoning. The literature indicates that vicarious…
Descriptors: Intelligent Tutoring Systems, Physics, Grade 11, Grade 10
Kaberman, Zvia; Dori, Yehudit Judy – Instructional Science: An International Journal of the Learning Sciences, 2009
Posing questions about an article might improve one's knowledge--a cognitive function, or monitor one's thought processes--a metacognitive function. This study focuses on guided question posing while using a metacognitive strategy by 12th grade honors chemistry students. We investigated the ways by which the metacognitive strategy affected…
Descriptors: Experimental Groups, Difficulty Level, Chemistry, Laboratories