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Herppich, Stephanie; Wittwer, Jörg; Nückles, Matthias; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2016
The extent to which tutors are interactive and engage in dialogue with a student tends to depend on their pedagogical expertise. Normally, tutors with pedagogical expertise are more interactive than tutors without pedagogical expertise. This finding, however, has largely been obtained when examining tutoring in procedural domains such as…
Descriptors: Interaction, Teacher Student Relationship, Expertise, Teacher Competencies
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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
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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
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Blomberg, Geraldine; Sherin, Miriam Gamoran; Renkl, Alexander; Glogger, Inga; Seidel, Tina – Instructional Science: An International Journal of the Learning Sciences, 2014
There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional…
Descriptors: Teacher Education, Video Technology, Educational Technology, Teaching Methods
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Nuckles, Matthias; Hubner, Sandra; Dumer, Sandra; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2010
This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the…
Descriptors: Experimental Groups, Control Groups, Journal Writing, Metacognition
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Salden, Ron J. C. M.; Aleven, Vincent; Schwonke, Rolf; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2010
Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method, and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise reversal effect suggests that it is desirable to tailor the fading of worked examples to individual…
Descriptors: Knowledge Level, Problem Solving, Teaching Methods, Tutors
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Gurlitt, Johannes; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2010
Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment,…
Descriptors: Concept Mapping, Self Efficacy, Semantics, Protocol Analysis
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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
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Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2008
Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little is known about the specific consequences of biased estimations for communication. To investigate the impact of biased estimations of a layperson's knowledge on the effectiveness of experts' explanations, we conducted a…
Descriptors: Knowledge Level, Misconceptions, Lay People, Bias
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Hilbert, Tatjana S.; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2008
Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the…
Descriptors: Concept Mapping, Learning Strategies, Cognitive Processes, Training Methods