NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 40 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
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
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
Ögren, Magnus; Nyström, Marcus; Jarodzka, Halszka – Instructional Science: An International Journal of the Learning Sciences, 2017
Textbooks in applied mathematics often use graphs to explain the meaning of formulae, even though their benefit is still not fully explored. To test processes underlying this assumed multimedia effect we collected performance scores, eye movements, and think-aloud protocols from students solving problems in vector calculus with and without graphs.…
Descriptors: Calculus, Graphs, Problem Solving, Attention
Peer reviewed Peer reviewed
Direct linkDirect link
van der Meij, Jan; van Amelsvoort, Marije; Anjewierden, Anjo – Instructional Science: An International Journal of the Learning Sciences, 2017
Compared to text, diagrams are superior in their ability to structure and summarize information and to show relations between concepts and ideas. Perceptual cues, like arrows, are expected to improve the retention of diagrams by guiding the learner towards important elements or showing a preferred reading sequence. In our experiment, we analyzed…
Descriptors: Visual Aids, Concept Mapping, Cues, Retention (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
Taasoobshirazi, Gita; Heddy, Benjamin; Bailey, MarLynn; Farley, John – Instructional Science: An International Journal of the Learning Sciences, 2016
The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of conceptual change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to conceptual change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra ("J Res Sci…
Descriptors: Models, Change, Physics, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, So Mi; Hannafin, Michael J. – Instructional Science: An International Journal of the Learning Sciences, 2016
This study examined how differing instructional scaffolding influenced the actual use of evaluation skills to improve argumentation quality during college science inquiry. Source representation scaffolds supported multi-faceted reflection of complex source properties while managing cognitive load. Students were given an online annotation tool…
Descriptors: Scaffolding (Teaching Technique), Evaluation Methods, Persuasive Discourse, College Science
Peer reviewed Peer reviewed
Direct linkDirect link
van Amelsvoort, Marije; Maes, Alfons – Instructional Science: An International Journal of the Learning Sciences, 2016
In argument diagrams, perceptual cues are important to aid understanding. However, we do not know what perceptual cues are used and produced to aid understanding. We present two studies in which we investigate (1) which spatial, graphical and textual elements people spontaneously use in creating for-against argument diagrams, and (2) how people…
Descriptors: Opinions, Cues, Visual Aids, Persuasive Discourse
Peer reviewed Peer reviewed
Direct linkDirect link
Barzilai, Sarit; Tzadok, Eynav; Eshet-Alkalai, Yoram – Instructional Science: An International Journal of the Learning Sciences, 2015
Sourcing is vital for knowledge construction from online information sources, yet learners may find it difficult to engage in effective sourcing. Sourcing can be particularly challenging when lay readers encounter conflicting expert accounts of controversial topics, a situation which is increasingly common when learning online. The aim of this…
Descriptors: Persuasive Discourse, Information Sources, College Students, Protocol Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Ihme, Natalie; Wittwer, Jörg – Instructional Science: An International Journal of the Learning Sciences, 2015
Research shows that when evaluating competing explanations people usually discount an explanation in favor of an alternative explanation and, at the same time, prefer the explanation that is provided before an alternative explanation. In this article, we examine how inconsistencies in one but not the other explanation influence the evaluation and…
Descriptors: College Students, Reliability, Comprehension, Competition
Peer reviewed Peer reviewed
Direct linkDirect link
Dewolf, Tinne; Van Dooren, Wim; Hermens, Frouke; Verschaffel, Lieven – Instructional Science: An International Journal of the Learning Sciences, 2015
During the last two decades various researchers confronted upper elementary and lower secondary school pupils with word problems that were problematic from a realistic modelling point of view (so-called P-items), and found that pupils in general did not use their everyday knowledge to solve such P-items. Several attempts were undertaken to…
Descriptors: Word Problems (Mathematics), Illustrations, College Students, Eye Movements
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
Hong, Huang-Yao; Chang, Yu-Hui; Chai, Chin Sing – Instructional Science: An International Journal of the Learning Sciences, 2014
This study explored the effects of student engagement in a knowledge-building (KB) environment on their collaborative learning process and the perceived creative climate of that environment. The participants were 30 college students who undertook a living technology course in which KB were employed. The main data sources include students'…
Descriptors: College Students, Educational Environment, Learner Engagement, Cooperative Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Jairam, Dharma; Kiewra, Kenneth A.; Rogers-Kasson, Sarah; Patterson-Hazley, Melissa; Marxhausen, Kim – Instructional Science: An International Journal of the Learning Sciences, 2014
Although researchers have long investigated ways to improve study habits and raise achievement, few studies compare study strategy systems with one another. No study to date has compared the long popular SQ3R (Survey, Question, Read, Recite, Review) system with the more modern SOAR (Select, Organize, Associate, Regulate) system. This study…
Descriptors: Study Habits, College Students, Learning Strategies, Instructional Materials
Previous Page | Next Page »
Pages: 1  |  2  |  3