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Showing 1 to 15 of 17 results Save | Export
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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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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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Tan, Esther – Instructional Science: An International Journal of the Learning Sciences, 2018
Collaborative learning involves the collaborative regulation of cognitive activities to establish common ground for the coordination of content. Drawing on research on cognitive scripts to embed collaboration in learning, this study examines the effect of the quality of the grounding and testing processes on the quality of the inquiry processes…
Descriptors: Cooperative Learning, Teaching Methods, Inquiry, Discourse Analysis
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Ponce, Héctor R.; Mayer, Richard E.; López, Mario J.; Loyola, María Soledad – Instructional Science: An International Journal of the Learning Sciences, 2018
This study examines the effects of including interactive graphic organizers into a whole-class PowerPoint lesson as an instructional approach intended to improve student engagement and generative learning in schools. A software application was developed and integrated into PowerPoint that makes it possible for the instructor to fill in empty…
Descriptors: Visual Aids, Computer Software, Teaching Methods, Grade 4
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Rau, Martina A.; Aleven, Vincent; Rummel, Nikol – Instructional Science: An International Journal of the Learning Sciences, 2017
Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) "sense making" of connections by verbally explaining how…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
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Grotzer, Tina A.; Solis, S. Lynneth; Tutwiler, M. Shane; Cuzzolino, Megan Powell – Instructional Science: An International Journal of the Learning Sciences, 2017
Understanding complex systems requires reasoning about causal relationships that behave or appear to behave probabilistically. Features such as distributed agency, large spatial scales, and time delays obscure co-variation relationships and complex interactions can result in non-deterministic relationships between causes and effects that are best…
Descriptors: Elementary School Students, Elementary School Science, Kindergarten, Grade 2
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Stewart, Olivia G.; Jordan, Michelle E. – Instructional Science: An International Journal of the Learning Sciences, 2017
Recent scholarship highlights the wealth of varied and interconnected opportunities for learning science that informal environments can provide; yet, participants with different experiences, knowledge, and backgrounds do not all learn in the same ways. Thus, studies are needed that examine how particular participants take up learning opportunities…
Descriptors: Case Studies, Educational Environment, Science Education, STEM Education
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Schünemann, Nina; Spörer, Nadine; Völlinger, Vanessa A.; Brunstein, Joachim C. – Instructional Science: An International Journal of the Learning Sciences, 2017
The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing…
Descriptors: Teamwork, Cooperative Learning, Student Role, Peer Teaching
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Zoupidis, Anastasios; Pnevmatikos, Dimitrios; Spyrtou, Anna; Kariotoglou, Petros – Instructional Science: An International Journal of the Learning Sciences, 2016
The aim of the present study was twofold. First, we aimed to replicate the findings of previous studies which had showed a substantial improvement on procedural and epistemological knowledge after direct instruction and their maintenance in time. Second, we aimed to examine the dynamic relationships of the procedural (control of variables…
Descriptors: Epistemology, Grade 5, Questionnaires, Path Analysis
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Wagensveld, Barbara; Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo – Instructional Science: An International Journal of the Learning Sciences, 2015
We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group. Prior to the intervention, cognitive, scientific,…
Descriptors: Elementary School Students, Grade 4, Grade 6, Transfer of Training
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Sung, Yao-Ting; Shih, Pao-Chen; Chang, Kuo-En – Instructional Science: An International Journal of the Learning Sciences, 2015
Providing instruction on spatial geometry, specifically how to calculate the surface areas of composite solids, challenges many elementary school teachers. Determining the surface areas of composite solids involves complex calculations and advanced spatial concepts. The goals of this study were to build on students' learning processes for…
Descriptors: Elementary School Students, Mathematics Instruction, Elementary School Mathematics, Geometry
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Martin, Lee; Gourley-Delaney, Pamela – Instructional Science: An International Journal of the Learning Sciences, 2014
Students' judgments about "what counts" as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as…
Descriptors: Student Attitudes, Grade 6, Photography, Group Discussion
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Heemsoth, Tim; Heinze, Aiso – Instructional Science: An International Journal of the Learning Sciences, 2014
Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be explained by the extended knowledge of incorrect strategies and concepts (negative knowledge) which fosters the learning of new content. In a field experiment…
Descriptors: Mathematics, Reflection, Grade 6, Comparative Analysis
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Küpper-Tetzel, Carolina E.; Erdfelder, Edgar; Dickhäuser, Oliver – Instructional Science: An International Journal of the Learning Sciences, 2014
Educators often face serious time constraints that impede multiple repetition lessons on the same material. Thus, it would be useful to know when to schedule a single repetition unit to maximize memory performance. Laboratory studies revealed that the length of the retention interval (i.e., the time between the last learning session and the final…
Descriptors: Secondary School Students, Memory, Vocabulary, Grade 6
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Tapola, Anna; Veermans, Marjaana; Niemivirta, Markku – Instructional Science: An International Journal of the Learning Sciences, 2013
In this study we examined change in students' situational interest as a function of student and task characteristics. Fifth- and sixth-graders (n = 52) were assigned to one of two task conditions that used a different version of a science simulation. The versions differed in how concrete vs. abstract the simulation elements were.…
Descriptors: Science Education, Task Analysis, Elementary School Students, Prior Learning
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