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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
Khajeloo, Mojtaba; Siegel, Marcelle A. – Instructional Science: An International Journal of the Learning Sciences, 2022
Concept map (CM) is introduced as a useful tool for studying students' system thinking (ST). However, it is more known to represent students' knowledge of system components and organization and less recognized as a tool to examine and enhance students' understanding about the underlying causal mechanisms in complex systems. In this study, through…
Descriptors: Concept Mapping, Thinking Skills, Systems Approach, Undergraduate Students
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
Asterhan, Christa S. C.; Dotan, Aviv – Instructional Science: An International Journal of the Learning Sciences, 2018
In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students received expository instruction about natural selection, which presented the canonical, scientifically…
Descriptors: Feedback (Response), Science Instruction, Undergraduate Students, Teaching Methods