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Vogelzang, Johannes; Admiraal, Wilfried F.; van Driel, Jan H. – Instructional Science: An International Journal of the Learning Sciences, 2021
Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scaffolds students' learning in complex and sometimes overwhelming context-based learning environments. Effects of the implementation on both students' learning outcomes and self-reported…
Descriptors: Secondary School Science, Science Instruction, Teaching Methods, Scaffolding (Teaching Technique)
Endres, Tino; Kranzdorf, Lena; Schneider, Vivien; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2020
The type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of…
Descriptors: Recall (Psychology), Retention (Psychology), College Students, Testing
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