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Lachner, Andreas; Neuburg, Carmen – Instructional Science: An International Journal of the Learning Sciences, 2019
Recent studies documented that the act of writing explanations improves students' learning only to a limited extent, as students attend less frequently to genre-typical features of comprehensibility during writing explanations (i.e., cohesion). In this study, we investigated whether learning by writing explanations can be enhanced when students…
Descriptors: Feedback (Response), Concept Mapping, Writing (Composition), Computer Uses in Education
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Lehmann, Thomas; Rott, Benjamin; Schmidt-Borcherding, Florian – Instructional Science: An International Journal of the Learning Sciences, 2019
The present study aims to investigate the effects of writing tasks and prompts on knowledge integration across domains. One hundred pre-service teachers were asked to read and develop a global understanding of textbook excerpts from the core domains of their professional knowledge: content knowledge (CK), pedagogical knowledge (PK), and…
Descriptors: Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge, Writing Assignments
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Eriksson, Kimmo; Helenius, Ola; Ryve, Andreas – Instructional Science: An International Journal of the Learning Sciences, 2019
Can instructional quality be measured using TIMSS items on how often certain instructional practices are used in the mathematics classroom? We focused on three instructional practices that have been the topics of longstanding debates in the educational literature: memorizing formulas, listening to the teacher, and relating mathematics to daily…
Descriptors: Achievement Tests, Elementary Secondary Education, Mathematics Achievement, Foreign Countries
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Martin, Nicole D.; Dornfeld Tissenbaum, Catherine; Gnesdilow, Dana; Puntambekar, Sadhana – Instructional Science: An International Journal of the Learning Sciences, 2019
Designing learning environments with "distributed scaffolding"--support distributed across different instructional tools, activities, and the teacher--can help support students' different needs, but a critical question is how the design incorporates the hallmark feature of responsive support. While most material scaffolds in…
Descriptors: Instructional Materials, Teacher Student Relationship, Student Needs
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Gidalevich, Stella; Kramarski, Bracha – Instructional Science: An International Journal of the Learning Sciences, 2019
Research has indicated that students can be taught self-regulated learning (SRL) in scaffolding programs focusing on a fixed continuous practice (e.g., metacognitive question prompts). However, the fading role of scaffolding to prepare autonomous learning is often an overlooked component. A unique approach for fading is suggested that offers a…
Descriptors: Grade 4, Mathematics Instruction, Problem Solving, Scaffolding (Teaching Technique)
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Greene, Jeffrey A.; Freed, Rebekah; Sawyer, R. Keith – Instructional Science: An International Journal of the Learning Sciences, 2019
There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this gap in research, we chose to study pedagogical practices in schools of art and design, where one of the intended learning outcomes is creativity. Based upon data gathered as part…
Descriptors: Creativity, Higher Education, Art, Design
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Harley, Jason M.; Jarrell, Amanda; Lajoie, Susanne P. – Instructional Science: An International Journal of the Learning Sciences, 2019
Despite the importance of emotion regulation in education there is a paucity of research examining it in authentic educational contexts. Moreover, emotion measurement continues to be dominated by self-report measures. We address these gaps in the literature by measuring emotion regulation and activation in 37 medical students' who were solving…
Descriptors: Emotional Response, Self Control, Medical Students, Arousal Patterns
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von der Mühlen, Sarah; Richter, Tobias; Schmid, Sebastian; Berthold, Kirsten – Instructional Science: An International Journal of the Learning Sciences, 2019
The ability to comprehend informal arguments is essential for scientific literacy but students often lack structural knowledge about these arguments, especially when the arguments are more complex. This study used a pre-post-test design with a follow-up 4 weeks later to investigate whether a computerised training in identifying structural…
Descriptors: Persuasive Discourse, College Students, Training, Program Effectiveness
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Ortega-Tudela, Juana M.; Lechuga, M. Teresa; Gómez-Ariza, Carlos J. – Instructional Science: An International Journal of the Learning Sciences, 2019
Research has shown that retrieval activities, that is, actively recalling previously studied information, may substantially contribute to learning from complex educational materials, sometimes more so than other more popular techniques such as rereading and elaborative study. In this context, recent studies (Blunt and Karpicke, J Educ Psychol…
Descriptors: Recall (Psychology), Concept Mapping, Writing (Composition), Instructional Materials
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Firetto, Carla M.; Murphy, P. Karen; Greene, Jeffrey A.; Li, Mengyi; Wei, Liwei; Montalbano, Cristin; Hendrick, Brendan; Croninger, Rachel M. V. – Instructional Science: An International Journal of the Learning Sciences, 2019
Effective interventions are needed to bolster students' argumentation capacities, an area in which they consistently struggle. Quality Talk (QT) is an approach to small-group classroom discussion shown to support students' oral argumentation with preliminary evidence that it may also bolster students' written argumentation. Teachers often must…
Descriptors: Persuasive Discourse, Skill Development, Small Group Instruction, Discussion (Teaching Technique)
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Lippmann, Marie; Schwartz, Neil H.; Jacobson, Neil G.; Narciss, Susanne – Instructional Science: An International Journal of the Learning Sciences, 2019
Two experiments investigated the extent to which the concreteness of titles affects metacognitive text expectations, study motivation, and comprehension test performance. Sixty-three American and 61 German students were presented with three titles (either concrete or abstract), based upon which the students estimated their expected…
Descriptors: Metacognition, Learning Motivation, Reading Comprehension, Foreign Countries
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van Blankenstein, Floris M.; Tru?escu, Gabriela-Olivia; van der Rijst, Roeland M.; Saab, Nadira – Instructional Science: An International Journal of the Learning Sciences, 2019
The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of…
Descriptors: Models, Feedback (Response), Peer Evaluation, Comparative Analysis
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Coppens, Leonora C.; Hoogerheide, Vincent; Snippe, Elleke M.; Flunger, Barbara; van Gog, Tamara – Instructional Science: An International Journal of the Learning Sciences, 2019
Example-based learning (i.e., studying examples to learn a problem-solution procedure, often alternated with solving practice problems) leads to better learning outcomes than solving practice problems only, and video examples are increasingly being used in online and blended learning environments. Recent findings show that the presentation order…
Descriptors: Problem Solving, Academically Gifted, Student Motivation, Self Esteem
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Çekiç, Ahmet; Bakla, Arif – Instructional Science: An International Journal of the Learning Sciences, 2019
This study investigates the impact of spacing on L2 incidental vocabulary learning. The participants divided into three groups studied the same 20 target words, which occurred nine times in 36 short reading texts in a Moodle course. The first group read four passages and thus saw each target words once per session each week in the nine-week period…
Descriptors: Incidental Learning, Vocabulary, Second Language Learning, Reading
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Wischgoll, Anke; Pauli, Christine; Reusser, Kurt – Instructional Science: An International Journal of the Learning Sciences, 2019
An individual's learning is determined by cognition, motivation, and social context. Taking these aspects into account, we assessed scaffolding in tutoring situations via contingency to determine how successful and unsuccessful teacher-student interactions are shaped. We aimed to find out how the problem-solving process in successful tutoring…
Descriptors: Scaffolding (Teaching Technique), Tutoring, Teacher Student Relationship, Problem Solving
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