Publication Date
In 2024 | 0 |
Since 2023 | 3 |
Since 2020 (last 5 years) | 6 |
Since 2015 (last 10 years) | 9 |
Since 2005 (last 20 years) | 9 |
Descriptor
Comparative Analysis | 9 |
Learning Processes | 9 |
Teaching Methods | 4 |
Transfer of Training | 4 |
Instructional Effectiveness | 3 |
Mathematics Instruction | 3 |
Problem Solving | 3 |
Algebra | 2 |
Concept Formation | 2 |
Metacognition | 2 |
Middle School Students | 2 |
More ▼ |
Source
Instructional Science: An… | 9 |
Author
Albus, Patrick | 1 |
Barbieri, Christina Areizaga | 1 |
Begolli, Kreshnik N. | 1 |
Bonn, Doug | 1 |
Booth, Julie L. | 1 |
Briseno, Adriana | 1 |
Butler, Deborah | 1 |
Dutke, Stephan | 1 |
Flanigan, Abraham E. | 1 |
Hel-Or, Hagit | 1 |
Kapur, Manu | 1 |
More ▼ |
Publication Type
Journal Articles | 9 |
Reports - Research | 9 |
Tests/Questionnaires | 1 |
Education Level
Middle Schools | 3 |
Junior High Schools | 2 |
Secondary Education | 2 |
Elementary Education | 1 |
Grade 6 | 1 |
Higher Education | 1 |
Intermediate Grades | 1 |
Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
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
Scherer, Demian; Verkühlen, Annika; Dutke, Stephan – Instructional Science: An International Journal of the Learning Sciences, 2023
Research suggests that explanatory pictures support learning, whereas pictures that distract processing resources from the main ideas of a text may impair learning and are considered as seductive illustrations. However, non-explanatory pictures that are related to the text and that do not tempt readers to focus illustrations more than the text's…
Descriptors: Metacognition, Pictorial Stimuli, Illustrations, Learning Processes
The Modality Effect Reverses in a Virtual Reality Learning Environment and Influences Cognitive Load
Albus, Patrick; Seufert, Tina – Instructional Science: An International Journal of the Learning Sciences, 2023
When Virtual Reality (VR) is used to present learning content, the three-dimensional image is often not sufficient and additional text is required, either in the form of visual or auditory text. Such additional instructional text could be particularly beneficial due to the many visual stimuli and the risk of visual working memory overload.…
Descriptors: Cognitive Ability, Computer Simulation, Audiovisual Instruction, Outcomes of Education
Rubio, Alba; Vidal-Abarca, Eduardo; Serrano-Mendizábal, Marian – Instructional Science: An International Journal of the Learning Sciences, 2022
This study analyzes the effect of text-inserted questions and post-text-reading questions, i.e., questions timing, on students' processing and learning when studying challenging texts. Seventy-six freshmen read two science texts and answered ten adjunct questions with the text available, being tested on learning 5 days afterwards. Questions were…
Descriptors: Science Instruction, Content Area Reading, Reading Processes, Questioning Techniques
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
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
Roll, Ido; Butler, Deborah; Yee, Nikki; Welsh, Ashley; Perez, Sarah; Briseno, Adriana; Perkins, Katherine; Bonn, Doug – Instructional Science: An International Journal of the Learning Sciences, 2018
Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits…
Descriptors: Inquiry, Active Learning, Discovery Learning, Physics
Luo, Linlin; Kiewra, Kenneth A.; Flanigan, Abraham E.; Peteranetz, Markeya S. – Instructional Science: An International Journal of the Learning Sciences, 2018
There has been a shift in college classrooms from students recording lecture notes using a longhand pencil-paper medium to using laptops. The present study investigated whether note-taking medium (laptop, longhand) influenced note taking and achievement when notes were recorded but not reviewed (note taking's process function) and when notes were…
Descriptors: Laptop Computers, Notetaking, Comparative Analysis, Lecture Method
Lachner, Andreas; Nückles, Matthias – Instructional Science: An International Journal of the Learning Sciences, 2016
In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…
Descriptors: Pedagogical Content Knowledge, Predictor Variables, Educational Quality, Instructional Effectiveness