NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 158 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
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
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
Peer reviewed Peer reviewed
Direct linkDirect link
Toomey, Natalie; Heo, Misook – Instructional Science: An International Journal of the Learning Sciences, 2019
The goal of this study was to investigate cognitive style (the visualizer-verbalizer dimension) and cognitive ability (spatial and verbal abilities) in terms of corresponding resource use behavior. The study further examined the potential link between cognitive style and cognitive ability based on observable behavior. A total of 67 university…
Descriptors: Cognitive Ability, Cognitive Style, Spatial Ability, Verbal Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Jiajun, Guo; Islam, A. Y. M. Atiquil; Teo, Timothy; Spector, Jonathan Michael – Instructional Science: An International Journal of the Learning Sciences, 2019
This study focuses on visual creativity and how it can be supported with computer technologies and thereby be used to support learning and instruction. However, studies related to computer-enabled visual creativity have not been frequently explored. As such, the current research proposes a model consisting of four major factors: (a) computer-aided…
Descriptors: Creativity, Visual Arts, Self Efficacy, Computer Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Vogler, Jane S.; Thompson, Penny; Davis, David W.; Mayfield, Blayne E.; Finley, Patrick M.; Yasseri, Dar – Instructional Science: An International Journal of the Learning Sciences, 2018
This two-year qualitative study explored the learning process alongside students' perceived outcomes within an interdisciplinary project-based learning (PjBL) task. Students from three different undergraduate courses were assigned a project that spanned across all three classes and placed student teams in the roles of client and contractor.…
Descriptors: Active Learning, Student Projects, Teamwork, Qualitative Research
Peer reviewed Peer reviewed
Direct linkDirect link
Voet, Michiel; De Wever, Bram – Instructional Science: An International Journal of the Learning Sciences, 2018
Professional development on inquiry-based learning (IBL) generally draws heavily on the principle of providing instruction in line with what teachers are expected to do in their classroom. So far, however, relatively little is known about how this impacts teachers' educational beliefs, even though these beliefs ultimately determine their classroom…
Descriptors: Active Learning, Inquiry, Student Teachers, Student Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Asterhan, Christa S. C.; Dotan, Aviv – Instructional Science: An International Journal of the Learning Sciences, 2018
In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students received expository instruction about natural selection, which presented the canonical, scientifically…
Descriptors: Feedback (Response), Science Instruction, Undergraduate Students, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Carlson, Spencer E.; Rees Lewis, Daniel G.; Gerber, Elizabeth M.; Easterday, Matthew W. – Instructional Science: An International Journal of the Learning Sciences, 2018
Learning communities (LCs) can provide authentic, social learning experiences but require an extensive amount of time and effort to orchestrate, often more than instructors can provide in typical university courses. Extracurricular, undergraduate, student-led learning communities (SLLCs) overcome this cost through volunteer peer-instructors.…
Descriptors: Communities of Practice, College Students, Student Leadership, Peer Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Kershaw, Trina C.; Lippman, Jordan P.; Fugate, Jennifer M. B. – Instructional Science: An International Journal of the Learning Sciences, 2018
Scientific knowledge, including the critical evaluation and comprehension of empirical articles, is a key skill valued by most undergraduate institutions for students within the sciences. Students often find it difficult to not only summarize empirical journal articles, but moreover to successfully grasp the quality and rigor of investigation…
Descriptors: Pretests Posttests, Undergraduate Students, Educational Research, Journal Articles
Peer reviewed Peer reviewed
Direct linkDirect link
Cebrián-Robles, Daniel; Franco-Mariscal, Antonio-Joaquín; Blanco-López, Ángel – Instructional Science: An International Journal of the Learning Sciences, 2018
The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education…
Descriptors: Preservice Teachers, Elementary School Teachers, Persuasive Discourse, Training
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, ChanMin; Yuan, Jiangmei; Vasconcelos, Lucas; Shin, Minyoung; Hill, Roger B. – Instructional Science: An International Journal of the Learning Sciences, 2018
In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly…
Descriptors: Preservice Teachers, Early Childhood Education, Computer Science Education, Programming
Peer reviewed Peer reviewed
Direct linkDirect link
Blau, Ina; Shamir-Inbal, Tamar – Instructional Science: An International Journal of the Learning Sciences, 2018
"Student voice" (SV) refers to listening to and valuing students' views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital…
Descriptors: Graduate Students, Student Attitudes, Masters Programs, Educational Attitudes
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11