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The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing Instr. Sci. (IF 2.255) Pub Date : 2024-04-17 Jochem E. J. Aben, Mayra Mascareño Lara, Anneke C. Timmermans, Filitsa Dingyloudi, Jan-Willem Strijbos
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Beliefs influence argumentative essay writing Instr. Sci. (IF 2.255) Pub Date : 2024-04-17 Liam W. Hart, Michael B. Wolfe, Todd J. Williams, Gregory M. Russell
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Fostering noticing of classroom discussion features through analysis of contrasting cases Instr. Sci. (IF 2.255) Pub Date : 2024-04-17 Kristen P. Blair, Leslie C. Banes, Lee Martin
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Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration Instr. Sci. (IF 2.255) Pub Date : 2024-02-27
Abstract The conceptualization of pre-service teachers’ knowledge integration typically involves the distinction of two types: first-order knowledge integration, which includes merging domain-specific knowledge entities into a common knowledge base, and second-order knowledge integration, which refers to the integrated (simultaneous) application of knowledge from diverse domains. This study investigates
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Improving multiple document comprehension with a lesson about multi-causal explanations in science Instr. Sci. (IF 2.255) Pub Date : 2024-02-01 Thomas D. Griffin, Allison J. Jaeger, M. Anne Britt, Jennifer Wiley
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Are we teaching novice instructional designers to be creative? A qualitative case study Instr. Sci. (IF 2.255) Pub Date : 2024-01-16
Abstract Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured
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Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations Instr. Sci. (IF 2.255) Pub Date : 2024-01-12 Robert J. Mills, Emily R. Fyfe, Tanya Beaulieu, Maddy Mills
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Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions Instr. Sci. (IF 2.255) Pub Date : 2023-12-16 Jinju Lee, Jongchan Park, Dongsik Kim
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Teacher versus student perspectives on instructional quality in mathematics education across countries Instr. Sci. (IF 2.255) Pub Date : 2023-11-29 Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke
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Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty Instr. Sci. (IF 2.255) Pub Date : 2023-11-29 Olga Vogel, Marcel Hunecke
The present study examines the influence of individual competencies on knowledge integration in inter- and transdisciplinary work. Perspective taking, reflexivity, analogical reasoning, and tolerance of ambiguity and uncertainty were investigated as core competencies for fostering knowledge integration. Additional hypotheses assumed that the positive effects are valid in the scientific and economic
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Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy Instr. Sci. (IF 2.255) Pub Date : 2023-11-16 Julius Meier, Peter Hesse, Stephan Abele, Alexander Renkl, Inga Glogger-Frey
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Using productive failure to learn genetics in a game-based environment Instr. Sci. (IF 2.255) Pub Date : 2023-11-04 Lu Cao, Polly K. Lai, Hongzhi Yang
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The potential for reconciling pedagogical tradition and innovation: the case of socioscientific argumentation Instr. Sci. (IF 2.255) Pub Date : 2023-11-04 Eran Zafrani, Anat Yarden
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Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally? Instr. Sci. (IF 2.255) Pub Date : 2023-10-24 Rafi Safadi, Nadera Hawa
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Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality Instr. Sci. (IF 2.255) Pub Date : 2023-09-28 Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen
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Bridging communities and schools in Urban development: community and citizen science Instr. Sci. (IF 2.255) Pub Date : 2023-09-22 Rikke Magnussen, Yotam Hod
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Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building Instr. Sci. (IF 2.255) Pub Date : 2023-09-22 Chen Yaari, Yotam Hod, Ornit Sagy
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A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments Instr. Sci. (IF 2.255) Pub Date : 2023-09-20 Idit Adler, Laila Sarsour
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An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom Instr. Sci. (IF 2.255) Pub Date : 2023-09-17 Lisa Hasenbein, Ulrich Trautwein, Jens-Uwe Hahn, Stephan Soller, Richard Göllner
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Using self-determination theory (SDT) to explain student STEM interest and identity development Instr. Sci. (IF 2.255) Pub Date : 2023-07-21 Thomas K.F. Chiu
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School participation in citizen science (SPICES): substantiating a field of research and practice Instr. Sci. (IF 2.255) Pub Date : 2023-07-21 Yael Kali, Ornit Sagy, Camillia Matuk, Rikke Magnussen
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When do students provide more peer feedback? The roles of performance and prior feedback experiences Instr. Sci. (IF 2.255) Pub Date : 2023-07-14 Zheng Zong, Christian D. Schunn, Yanqing Wang
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Examining the effects of tempo in background music on adolescent learners’ reading comprehension performance: employing a multimodal approach Instr. Sci. (IF 2.255) Pub Date : 2023-07-13 Matthew Moreno, Earl Woodruff
This present study examines the psycho-emotional and psychophysiological effects that variations in the tempo of background music have on learners who are completing reading comprehension tests while being monitored used multi-modal computer technology. Results of seventy-four (N = 74) participants indicated that listening to fast tempo music (150 bpm) predicted lower reading comprehension scores,
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Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research Instr. Sci. (IF 2.255) Pub Date : 2023-07-13 Camillia Matuk, Lucy Yetman-Michaelson, Rebecca Martin, Veena Vasudevan, Kim Burgas, Ido Davidesco, Yury Shevchenko, Kim Chaloner, Suzanne Dikker
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Scoping deliberations: scaffolding engagement in planning collective action Instr. Sci. (IF 2.255) Pub Date : 2023-07-08 Kristine Lu, Spencer E. Carlson, Elizabeth M. Gerber, Matthew W. Easterday
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Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses Instr. Sci. (IF 2.255) Pub Date : 2023-06-26 Yu-Cin Jian, Leo Yuk Ting Cheung, Yi-Jye Wu, Fang-Ying Yang, Guo-Li Chiou
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Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building Instr. Sci. (IF 2.255) Pub Date : 2023-06-25 Gaoxia Zhu, Marlene Scardamalia, Raadiyah Nazeem, Zoe Donoahue, Leanne Ma, Zhixin Lai
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Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos Instr. Sci. (IF 2.255) Pub Date : 2023-06-24 Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix, Franck Amadieu
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Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach Instr. Sci. (IF 2.255) Pub Date : 2023-06-24 Adi Kidron, Yael Kali
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Student teachers’ conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? Instr. Sci. (IF 2.255) Pub Date : 2023-05-16 Julia Kienzler, Thamar Voss, Jörg Wittwer
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Seductive details hamper learning even when they do not disrupt Instr. Sci. (IF 2.255) Pub Date : 2023-05-12 Anna Kienitz, Marie-Christin Krebs, Alexander Eitel
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Developing a needs-based plagiarism management in second-language writing in a higher education institute: practice-oriented research Instr. Sci. (IF 2.255) Pub Date : 2023-04-25 Kothar Talib Sulaiman AL Harrasi
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Reflections on sustained debugging support: conjecture mapping as a point of departure for instructor feedback on design Instr. Sci. (IF 2.255) Pub Date : 2023-04-24 Zachary D. Ryan, David DeLiema
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Living the DReaM: The interrelations between statistical, scientific and nature of science uncertainty articulations through citizen science Instr. Sci. (IF 2.255) Pub Date : 2023-04-19 Keren Aridor, Michal Dvir, Dina Tsybulsky, Dani Ben-Zvi
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Teaching advanced surgical anatomy with visual representations: comparing perceptual fluency and sense making Instr. Sci. (IF 2.255) Pub Date : 2023-04-20 Christopher C. Stahl, Martina A. Rau, Jacob A. Greenberg
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Data to decision-making: how elementary students use their Community and Citizen Science project to reimagine their school campus Instr. Sci. (IF 2.255) Pub Date : 2023-04-04 Erin Bridges Bird, Heidi L. Ballard, Margaret Harte
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Promoting learning transfer in science through a complexity approach and computational modeling Instr. Sci. (IF 2.255) Pub Date : 2023-03-22 Janan Saba, Hagit Hel-Or, Sharona T. Levy
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Fostering students’ informal quantitative estimations of uncertainty through statistical modeling Instr. Sci. (IF 2.255) Pub Date : 2023-03-14 Michal Dvir, Dani Ben-Zvi
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Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills Instr. Sci. (IF 2.255) Pub Date : 2023-03-14 Roee Peretz, Marina Tal, Effrat Akiri, Dov Dori, Yehudit Judy Dori
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Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson Instr. Sci. (IF 2.255) Pub Date : 2023-02-28 Suzan van Brussel, Miranda Timmermans, Peter Verkoeijen, Fred Paas
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The modality effect reverses in a virtual reality learning environment and influences cognitive load Instr. Sci. (IF 2.255) Pub Date : 2023-02-16 Patrick Albus, Tina Seufert
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Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning Instr. Sci. (IF 2.255) Pub Date : 2023-02-16 Sue-ann Lim, Jae Yup Jung, Slava Kalyuga
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Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure Instr. Sci. (IF 2.255) Pub Date : 2023-02-13 Charleen Brand, Christian Hartmann, Katharina Loibl, Nikol Rummel
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Boundary Crossing in Student-Teacher-Scientist-Partnerships: Designer Considerations and Methods to Integrate Citizen Science with School Science Instr. Sci. (IF 2.255) Pub Date : 2023-02-13 Anushree Bopardikar, Debra Bernstein, Susan McKenney
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Learning progression-based design: advancing the synergetic development of energy understanding and scientific explanation Instr. Sci. (IF 2.255) Pub Date : 2023-02-14 Jian-Xin Yao, Yi-Xuan Liu, Yu-Ying Guo
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Effects of related decorative pictures on learning and metacognition Instr. Sci. (IF 2.255) Pub Date : 2023-01-31 Demian Scherer, Annika Verkühlen, Stephan Dutke
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What can eye-tracking, combined with discourse analysis, teach us about the ineffectiveness of a group of students solving a geometric problem? Instr. Sci. (IF 2.255) Pub Date : 2023-01-25 Einat Heyd-Metzuyanim, Eeva S. H. Haataja, Markku S. Hannula, Enrique Garcia Moreno-Esteva
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How vocal and silent forms of participation in combination relate to student achievement Instr. Sci. (IF 2.255) Pub Date : 2023-01-23 Klara Sedova, Martin Sedlacek
We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal
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Accommodating heterogeneity: the interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning Instr. Sci. (IF 2.255) Pub Date : 2023-01-18 Hanna Grimm, Peter A. Edelsbrunner, Kornelia Möller
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In pursuit of mutual benefits in school-based citizen science: who wins what in a win-win situation? Instr. Sci. (IF 2.255) Pub Date : 2023-01-14 Osnat Atias, Ayelet Baram-Tsabari, Yael Kali, Ayelet Shavit
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Explanatory inferencing in simulation-based discovery learning: sequence analysis using the edit distance median string Instr. Sci. (IF 2.255) Pub Date : 2023-01-11 Teeba Obaid, John C. Nesbit, Ahmad Mahmoody Ghaidary, Misha Jain, Shiva Hajian
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Evaluating the apt epistemic processes of data literacy in elementary school students Instr. Sci. (IF 2.255) Pub Date : 2023-01-06 Amanda M. Cottone, Susan A. Yoon, Jooeun Shim, Bob Coulter, Stacey Carman
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Students’ perceptions of the impacts of peer ideas in inquiry learning Instr. Sci. (IF 2.255) Pub Date : 2023-01-02 Camillia Matuk, Marcia C. Linn
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Sixth graders’ selection and integration when writing from multiple online texts Instr. Sci. (IF 2.255) Pub Date : 2022-12-30 Nina Kullberg, Carita Kiili, Ivar Bråten, Roberto González-Ibáñez, Paavo H. T. Leppänen
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Fostering students’ motivation towards learning research skills: the role of autonomy, competence and relatedness support Instr. Sci. (IF 2.255) Pub Date : 2022-12-23 Louise Maddens, Fien Depaepe, Annelies Raes, Jan Elen
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Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts Instr. Sci. (IF 2.255) Pub Date : 2022-12-10 Alisionna Iannacchione, Erin Ottmar, Vy Ngo, Craig A. Mason, Jenny Yun-Chen Chan, Hannah Smith, Kathryn C. Drzewiecki, Stacy T. Shaw
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Computer versus longhand note taking: Influence of revision Instr. Sci. (IF 2.255) Pub Date : 2022-11-28 Abraham E. Flanigan, Kenneth A. Kiewra, Junrong Lu, Dzhovid Dzhuraev
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Short pedagogical training in supporting university teachers’ professional vision: A comparison of prospective and current faculty teachers Instr. Sci. (IF 2.255) Pub Date : 2022-11-19 Neea Heinonen, Nina Katajavuori, Mari Murtonen, Ilona Södervik
This study investigates the effects of a short pedagogical training on university teachers’ professional vision and (mis)conceptions concerning teaching and learning, utilizing a mixed-methods approach. Participants’ written interpretations of a video-based teaching–learning situation were analyzed and comparisons were made between prospective and current faculty teachers. Before the course, participants
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Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most Instr. Sci. (IF 2.255) Pub Date : 2022-10-27 Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen, Minna Lakkala, Liisa Ilomäki, Auli Toom, Miika Marttunen
Sourcing - identifying, evaluating, and using information about the sources of information - assists readers in determining what to trust when seeking information on the Internet. To survive in the post-truth era, students should be equipped with sufficient sourcing skills. This study investigated the efficacy of a teacher-led intervention aimed at fostering upper secondary school students’ (N = 365)
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Strategies for facilitating processing of transient information in instructional videos by using learner control mechanisms Instr. Sci. (IF 2.255) Pub Date : 2022-10-27 Yi-Chun Lin, Tzu-Chien Liu, Slava Kalyuga