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Saba, Janan; Hel-Or, Hagit; Levy, Sharona T. – Instructional Science: An International Journal of the Learning Sciences, 2023
This article concerns the synergy between science learning, understanding complexity, and computational thinking (CT), and their impact on near and far learning transfer. The potential relationship between computer-based model construction and knowledge transfer has yet to be explored. We studied middle school students who modeled systemic…
Descriptors: Transfer of Training, Science Instruction, Learning Management Systems, Learning Processes
Maddens, Louise; Depaepe, Fien; Raes, Annelies; Elen, Jan – Instructional Science: An International Journal of the Learning Sciences, 2023
In order to design learning environments that foster students' research skills, one can draw on instructional design models for complex learning, such as the 4C/ID model (in: van Merriënboer and Kirschner, Ten steps to complex learning, Routledge, London, 2018). However, few attempts have been undertaken to foster students' "motivation"…
Descriptors: Research Training, Personal Autonomy, Instructional Design, Learning Motivation
Barbieri, Christina Areizaga; Booth, Julie L.; Begolli, Kreshnik N.; McCann, Nicholas – Instructional Science: An International Journal of the Learning Sciences, 2021
The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students (N = 75) completed an equation-solving unit with textbooks either containing the original practice problems or in which a portion of those problems were converted into a combination…
Descriptors: Algebra, Learning Processes, Mathematics Instruction, Middle School Students
Liao, Yu-Hsiu; Kung, Wei-Chieh; Chen, Hsueh-Chih – Instructional Science: An International Journal of the Learning Sciences, 2019
This study investigated the effects of creative-map instructional strategies on learning performance, learning motivation, and creativity in a junior high school geography class. A quasi-experimental approach was used to assess the treatment effects among 79 ninth graders, utilizing qualitative data including students' feedback, and four…
Descriptors: Mnemonics, Teaching Methods, Maps, Learning Motivation
Tripto, Jaklin; Assaraf, Orit Ben; Snapir, Zohar; Amit, Miriam – Instructional Science: An International Journal of the Learning Sciences, 2017
This study follows two groups of students (67 in all) through the 3 years of their high school biology education and examines the development of their systems thinking--specifically their models of the human body as a system. Both groups were composed of biology majors, but the students in one group also participated in a PBLbased extension…
Descriptors: Human Body, High School Students, Biology, Models
Roelle, Julian; Berthold, Kirsten – Instructional Science: An International Journal of the Learning Sciences, 2016
Comparing contrasting cases is a promising means to prepare learners for future learning from related direct instruction. The most prevalent type of preparation intervention used in this "case comparison approach" is providing contrasting cases together with comparison prompts. However, if the contrasting cases are complex learners might…
Descriptors: Comparative Analysis, Teaching Methods, Task Analysis, Prompting
Chin, Doris B.; Chi, Min; Schwartz, Daniel L. – Instructional Science: An International Journal of the Learning Sciences, 2016
A common approach for introducing students to a new science concept is to present them with multiple cases of the phenomenon and ask them to explore. The expectation is that students will naturally take advantage of the multiple cases to support their learning and seek an underlying principle for the phenomenon. However, the success of such tasks…
Descriptors: Physics, Science Instruction, Active Learning, Comparative Analysis
Wolff, Charlotte E.; Jarodzka, Halszka; van den Bogert, Niek; Boshuizen, Henny P. A. – Instructional Science: An International Journal of the Learning Sciences, 2016
Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of…
Descriptors: Classroom Techniques, Eye Movements, Expertise, Protocol Analysis