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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
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
Schenke, Katerina; Richland, Lindsey E. – Instructional Science: An International Journal of the Learning Sciences, 2017
Drawing comparisons between students' alternative solution strategies to a single mathematics problem is a powerful yet challenging instructional practice. We examined 80 preservice teachers' when asked to design a short lesson when given a problem and two student solutions--one correct and one incorrect. These micro-teaching events were…
Descriptors: Preservice Teachers, Mathematics Instruction, Microteaching, Comparative Analysis
Likourezos, Vicki; Kalyuga, Slava – Instructional Science: An International Journal of the Learning Sciences, 2017
According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable…
Descriptors: Problem Solving, Difficulty Level, Cognitive Processes, Direct Instruction