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Peretz, Roee; Tal, Marina; Akiri, Effrat; Dori, Dov; Dori, Yehudit Judy – Instructional Science: An International Journal of the Learning Sciences, 2023
As science and technology create an ecosystem that is becoming increasingly more knowledge-intensive, complex, and interconnected, the next generation science standards include systems thinking and systems modeling among 21st skills that should be fostered. We examined the effect of an online cross-disciplinary learning process on the development…
Descriptors: Engineering Education, Science Education, Assignments, Interdisciplinary Approach
Lardi, Cristiana; Leopold, Claudia – Instructional Science: An International Journal of the Learning Sciences, 2022
We investigate an interactive teacher-generated drawing strategy in which the teacher constructs a drawing with the help of the students. The students contribute their ideas on how to visualize to-be-drawn concepts, embedded in an interactive process. The present study explored whether learning from a scientific text on plate tectonics could be…
Descriptors: Freehand Drawing, Science Instruction, Plate Tectonics, Teaching Methods
Ziegler, Esther; Trninic, Dragan; Kapur, Manu – Instructional Science: An International Journal of the Learning Sciences, 2021
Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and to what extent, productive failure methods may be used to enhance the learning of procedural skills. A typical productive failure study focuses on a single, complex concept;…
Descriptors: Algebra, Failure, Problem Solving, Mathematics Instruction
Jaakkola, Tomi; Veermans, Koen – Instructional Science: An International Journal of the Learning Sciences, 2018
The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4-6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation…
Descriptors: Elementary School Students, Elementary School Science, Science Education, Learning Processes
Prinz, Anja; Golke, Stefanie; Wittwer, Jörg – Instructional Science: An International Journal of the Learning Sciences, 2018
Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self-assesses one's text comprehension, has received far less attention. We conducted a study in which we examined students' (N = 47) comprehension and…
Descriptors: Misconceptions, Metacognition, Accuracy, Statistics