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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
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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
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Liao, Yu-Hsiu; Kung, Wei-Chieh; Chen, Hsueh-Chih – Instructional Science: An International Journal of the Learning Sciences, 2019
This study investigated the effects of creative-map instructional strategies on learning performance, learning motivation, and creativity in a junior high school geography class. A quasi-experimental approach was used to assess the treatment effects among 79 ninth graders, utilizing qualitative data including students' feedback, and four…
Descriptors: Mnemonics, Teaching Methods, Maps, Learning Motivation
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Roll, Ido; Butler, Deborah; Yee, Nikki; Welsh, Ashley; Perez, Sarah; Briseno, Adriana; Perkins, Katherine; Bonn, Doug – Instructional Science: An International Journal of the Learning Sciences, 2018
Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits…
Descriptors: Inquiry, Active Learning, Discovery Learning, Physics
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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
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Heinze, Aiso; Arend, Julia; Gruessing, Meike; Lipowsky, Frank – Instructional Science: An International Journal of the Learning Sciences, 2018
The adaptive use of strategies, that is selecting a strategy which allows an efficient solution for a given problem, can be considered as an important individual ability relevant in various domains. Based on models of subjects' skills of adaptive use of strategies, two idealized instructional approaches are suggested to foster students in their…
Descriptors: Comparative Analysis, Teaching Methods, Mathematics Instruction, Grade 3
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Luo, Linlin; Kiewra, Kenneth A.; Flanigan, Abraham E.; Peteranetz, Markeya S. – Instructional Science: An International Journal of the Learning Sciences, 2018
There has been a shift in college classrooms from students recording lecture notes using a longhand pencil-paper medium to using laptops. The present study investigated whether note-taking medium (laptop, longhand) influenced note taking and achievement when notes were recorded but not reviewed (note taking's process function) and when notes were…
Descriptors: Laptop Computers, Notetaking, Comparative Analysis, Lecture Method
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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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Hod, Yotam; Bielaczyc, Katerine; Ben-Zvi, Dani – Instructional Science: An International Journal of the Learning Sciences, 2018
Research on learning communities has been largely influenced by the sociocultural turn in educational scholarship approximately three decades ago. Here, we present a wider history of research and practice on learning communities as we revisit this highly generative and central topic in the learning sciences. Using this to frame our perspective, we…
Descriptors: Cooperative Learning, Educational Research, Educational Innovation, Futures (of Society)
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Schenke, Katerina; Richland, Lindsey E. – Instructional Science: An International Journal of the Learning Sciences, 2017
Drawing comparisons between students' alternative solution strategies to a single mathematics problem is a powerful yet challenging instructional practice. We examined 80 preservice teachers' when asked to design a short lesson when given a problem and two student solutions--one correct and one incorrect. These micro-teaching events were…
Descriptors: Preservice Teachers, Mathematics Instruction, Microteaching, Comparative Analysis
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Kwon, Kyungbin; Park, Su Jin – Instructional Science: An International Journal of the Learning Sciences, 2017
An online discussion facilitates students' higher order thinking in online classes, especially when adopted with the instructor's guidance. The current experimental study examined the effects of two different discussion representation tools (social and cognitive diagrams) on students' discussion behaviors. The social diagram emphasized…
Descriptors: Comparative Analysis, Thinking Skills, Group Discussion, Online Courses
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Tripto, Jaklin; Assaraf, Orit Ben; Snapir, Zohar; Amit, Miriam – Instructional Science: An International Journal of the Learning Sciences, 2017
This study follows two groups of students (67 in all) through the 3 years of their high school biology education and examines the development of their systems thinking--specifically their models of the human body as a system. Both groups were composed of biology majors, but the students in one group also participated in a PBLbased extension…
Descriptors: Human Body, High School Students, Biology, Models
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Likourezos, Vicki; Kalyuga, Slava – Instructional Science: An International Journal of the Learning Sciences, 2017
According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable…
Descriptors: Problem Solving, Difficulty Level, Cognitive Processes, Direct Instruction
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Seufert, Tina; Wagner, Felix; Westphal, Julia – Instructional Science: An International Journal of the Learning Sciences, 2017
In some cases difficult-to-read learning materials lead to better performance than easy to-read materials. This phenomenon is called the disfluency effect and is attributed to a subjective feeling of task difficulty resulting in a deeper learning approach. In two studies (n[subscript 1] = 67, n[subscript 2] = 73) we investigated the impact of…
Descriptors: Instructional Materials, Readability, Difficulty Level, Cognitive Processes
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Gillies, Robyn M.; Baffour, Bernard – Instructional Science: An International Journal of the Learning Sciences, 2017
The study sought to determine the effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science. The study involved eight Year 6 teachers in two conditions (four very effective teachers and four effective teachers) who taught two units of…
Descriptors: Teaching Methods, Cooperative Learning, Inquiry, Science Instruction
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