NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan – Instructional Science: An International Journal of the Learning Sciences, 2014
Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are…
Descriptors: Science Education, Persuasive Discourse, Training, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Roelle, Julian; Berthold, Kirsten; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2014
Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the learners while processing introductory explanations and to a lack of opportunity to revise potential…
Descriptors: College Students, Psychology, Instructional Effectiveness, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Roelle, Julian; Berthold, Kirsten – Instructional Science: An International Journal of the Learning Sciences, 2013
Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise reversal effect it has been shown that instructional means that are beneficial for novices can be…
Descriptors: College Students, Expertise, Cognitive Processes, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Berthold, Kirsten; Eysink, Tessa H. S.; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2009
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners' self-explanation activity,…
Descriptors: Mathematical Concepts, Probability, Control Groups, Mathematics Instruction