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How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems? 高等教育学生如何通过视频建模示例、工作示例和实践问题来规范他们的学习？
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-05-26 DOI: 10.1007/s11251-022-09589-2
Milou van Harsel, Vincent Hoogerheide, E. Janssen, P. Verkoeijen, T. van Gog
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引用次数: 1
Enhancing computational thinking skills of students with disabilities 提高残疾学生的计算思维能力
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-04-29 DOI: 10.1007/s11251-022-09585-6
Serhat Bahadır Kert, Sabiha Yeni, Mehmet Fatih Erkoç
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引用次数: 3
Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school 运用启发式实例促进初中数学中基于现实的任务的解决
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-04-19 DOI: 10.1007/s11251-022-09583-8
M. Hänze, D. Leiss
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引用次数: 2
Concept map as a tool to assess and enhance students' system thinking skills 概念图作为评估和提高学生系统思维能力的工具
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-04-12 DOI: 10.1007/s11251-022-09586-5
Mojtaba Khajeloo, Marcelle A. Siegel
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引用次数: 5
Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples 与阅读或生成示例相比，对示例进行分类对学习关系类别更有效
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-03-24 DOI: 10.1007/s11251-022-09584-7
Tim M. Steininger, Jörg Wittwer, Thamar Voss
{"title":"Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples","authors":"Tim M. Steininger, Jörg Wittwer, Thamar Voss","doi":"10.1007/s11251-022-09584-7","DOIUrl":"https://doi.org/10.1007/s11251-022-09584-7","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45170627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations 在使用多重表征的科学论证中精细地使用眼-心假设
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-03-24 DOI: 10.1007/s11251-022-09581-w
Chao-Jung Wu, Chia-Yu Liu
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引用次数: 5
Outside the standard test: The development of a model-based assessment and corresponding rubric 标准测试之外:开发基于模型的评估和相应的标题
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-03-23 DOI: 10.1007/s11251-022-09582-9
L. Minshew, Janice L. Anderson, Kerry A. Bartlett
{"title":"Outside the standard test: The development of a model-based assessment and corresponding rubric","authors":"L. Minshew, Janice L. Anderson, Kerry A. Bartlett","doi":"10.1007/s11251-022-09582-9","DOIUrl":"https://doi.org/10.1007/s11251-022-09582-9","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44916991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Correction to: Futurising science education: students’ experiences from a course on futures thinking and quantum computing 未来科学教育:学生从未来思维和量子计算课程中获得的经验
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-03-22 DOI: 10.1007/s11251-022-09588-3
Tapio Rasa, E. Palmgren, Antti Laherto
{"title":"Correction to: Futurising science education: students’ experiences from a course on futures thinking and quantum computing","authors":"Tapio Rasa, E. Palmgren, Antti Laherto","doi":"10.1007/s11251-022-09588-3","DOIUrl":"https://doi.org/10.1007/s11251-022-09588-3","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45431992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts 多少字才够?在探究导向的环境中，研究不同配置的软件支架对形成科学假设的影响
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-03-21 DOI: 10.1007/s11251-022-09580-x
Tasos Hovardas, Z. Zacharia, N. Xenofontos, Ton de Jong
{"title":"How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts","authors":"Tasos Hovardas, Z. Zacharia, N. Xenofontos, Ton de Jong","doi":"10.1007/s11251-022-09580-x","DOIUrl":"https://doi.org/10.1007/s11251-022-09580-x","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47910298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect? 学习解决定义不清的统计问题:自我解释质量是否介导了实例效应?
IF 2.5 3区 教育学
Instructional Science Pub Date : 2022-03-15 DOI: 10.1007/s11251-022-09579-4
S. Bichler, Matthias Stadler, M. Bühner, Samuel Greiff, F. Fischer
{"title":"Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect?","authors":"S. Bichler, Matthias Stadler, M. Bühner, Samuel Greiff, F. Fischer","doi":"10.1007/s11251-022-09579-4","DOIUrl":"https://doi.org/10.1007/s11251-022-09579-4","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48578693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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