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Instructional Science最新文献

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Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research 课堂上的开放科学:学生设计和同行评审人类大脑和行为研究
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-07-13 DOI: 10.1007/s11251-023-09633-9
C. Matuk, Lucy Yetman-Michaelson, Rebecca Martin, Veena Vasudevan, Kim Burgas, I. Davidesco, Yury Shevchenko, Kim Chaloner, Suzanne Dikker
{"title":"Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research","authors":"C. Matuk, Lucy Yetman-Michaelson, Rebecca Martin, Veena Vasudevan, Kim Burgas, I. Davidesco, Yury Shevchenko, Kim Chaloner, Suzanne Dikker","doi":"10.1007/s11251-023-09633-9","DOIUrl":"https://doi.org/10.1007/s11251-023-09633-9","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43530519","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
Scoping deliberations: scaffolding engagement in planning collective action 范围界定审议:参与规划集体行动的脚手架
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-07-08 DOI: 10.1007/s11251-023-09621-z
Kristine Lu, S. E. Carlson, Elizabeth Gerber, Matthew W. Easterday
{"title":"Scoping deliberations: scaffolding engagement in planning collective action","authors":"Kristine Lu, S. E. Carlson, Elizabeth Gerber, Matthew W. Easterday","doi":"10.1007/s11251-023-09621-z","DOIUrl":"https://doi.org/10.1007/s11251-023-09621-z","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330028","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
Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses 在动手操作和计算机模拟科学实验中的眼球运动:使用熵和滞后序列分析对学习过程的检验
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-06-26 DOI: 10.1007/s11251-023-09634-8
Yu-Cin Jian, L. Cheung, Yi-Jye Wu, Fang‐Ying Yang, Guo-Li Chiou
{"title":"Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses","authors":"Yu-Cin Jian, L. Cheung, Yi-Jye Wu, Fang‐Ying Yang, Guo-Li Chiou","doi":"10.1007/s11251-023-09634-8","DOIUrl":"https://doi.org/10.1007/s11251-023-09634-8","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49146277","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
Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building 元话语、知识进阶与小学生知识建构中的情绪
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-06-25 DOI: 10.1007/s11251-023-09636-6
Gaoxia Zhu, M. Scardamalia, Raadiyah Nazeem, Zoe Donoahue, Leanne Ma, Zhixin Lai
{"title":"Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building","authors":"Gaoxia Zhu, M. Scardamalia, Raadiyah Nazeem, Zoe Donoahue, Leanne Ma, Zhixin Lai","doi":"10.1007/s11251-023-09636-6","DOIUrl":"https://doi.org/10.1007/s11251-023-09636-6","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42307616","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
Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach 促进异步在线高等教育课程中的跨学科理解：学习社区方法
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-06-24 DOI: 10.1007/s11251-023-09635-7
Adi Kidron, Y. Kali
{"title":"Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach","authors":"Adi Kidron, Y. Kali","doi":"10.1007/s11251-023-09635-7","DOIUrl":"https://doi.org/10.1007/s11251-023-09635-7","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49154986","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
Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos 你信任这个演讲者吗?提示对中学生观看冲突视频时考虑来源的影响
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-06-24 DOI: 10.1007/s11251-023-09637-5
Colin Lescarret, Julien Magnier, Valérie Le Floch, J. Sakdavong, J. Boucheix, F. Amadieu
{"title":"Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos","authors":"Colin Lescarret, Julien Magnier, Valérie Le Floch, J. Sakdavong, J. Boucheix, F. Amadieu","doi":"10.1007/s11251-023-09637-5","DOIUrl":"https://doi.org/10.1007/s11251-023-09637-5","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47885338","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
Effects of instruction colour and learner empathy on aesthetic appreciation of Chinese poetry 教学色彩与学习者移情对中国诗歌审美的影响
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-06-17 DOI: 10.1007/s11251-023-09631-x
Yi Wang, Zhijin Zhou, F. Paas
{"title":"Effects of instruction colour and learner empathy on aesthetic appreciation of Chinese poetry","authors":"Yi Wang, Zhijin Zhou, F. Paas","doi":"10.1007/s11251-023-09631-x","DOIUrl":"https://doi.org/10.1007/s11251-023-09631-x","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"51 1","pages":"617 - 637"},"PeriodicalIF":2.5,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690093","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
Student teachers’ conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? 师生操作性条件反射的概念知识：案例比较如何支持知识获取？
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-05-16 DOI: 10.1007/s11251-023-09627-7
Julia Kienzler, Thamar Voss, Jörg Wittwer
{"title":"Student teachers’ conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition?","authors":"Julia Kienzler, Thamar Voss, Jörg Wittwer","doi":"10.1007/s11251-023-09627-7","DOIUrl":"https://doi.org/10.1007/s11251-023-09627-7","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"51 1","pages":"639 - 659"},"PeriodicalIF":2.5,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46019299","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
Seductive details hamper learning even when they do not disrupt. 诱人的细节会阻碍学习，即使它们不会干扰学习。
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-05-12 DOI: 10.1007/s11251-023-09632-w
Anna Kienitz, Marie-Christin Krebs, Alexander Eitel
{"title":"Seductive details hamper learning even when they do not disrupt.","authors":"Anna Kienitz,&nbsp;Marie-Christin Krebs,&nbsp;Alexander Eitel","doi":"10.1007/s11251-023-09632-w","DOIUrl":"10.1007/s11251-023-09632-w","url":null,"abstract":"<p><p>Previous research often revealed detrimental effects of seductive details on learning with multimedia instruction, but there are mixed findings regarding how to best explain these detrimental effects. We investigated whether the detrimental effects of seductive details are mainly mediated by the cognitive processes of diversion (deeper processing of seductive details rather than pertinent content) or disruption (unsuccessful attempts to integrate seductive details with pertinent content) by assessing the effects of instructional prompts. In an online learning experiment, participants (<i>N</i> = 247) learned either without seductive details (control condition) or with seductive details in one of three conditions: Participants received either a prompt informing them about the irrelevance of seductive details (irrelevance-prompt), a prompt to process seductive details and pertinent content separately (separation-prompt), or no prompt within their task instruction. We assessed recall and transfer of knowledge as dependent variables. Supporting the diversion hypothesis, participants in the no-prompt condition regarded seductive details as more relevant and consequently spent more time processing them compared to participants in the irrelevance-prompt condition, which negatively influenced their recall performance. Against the disruption hypothesis, participants in the no-prompt condition reported lower integration avoidance between seductive details and pertinent content compared to participants in the separation-prompt condition, but this led to better rather than worse transfer performance. Our results thus suggest diversion, and not disruption, to be the main process driving the seductive details effect. Reducing the details' diverting potential seems a good way to deal with seductive details in instruction.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":"1-22"},"PeriodicalIF":2.5,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10176302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9695710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing a needs-based plagiarism management in second-language writing in a higher education institute: practice-oriented research 基于需求的高校二语写作抄袭管理实践研究
IF 2.5 3区 教育学
Instructional Science Pub Date : 2023-04-25 DOI: 10.1007/s11251-023-09628-6
Kothar Talib Sulaiman AL Harrasi
{"title":"Developing a needs-based plagiarism management in second-language writing in a higher education institute: practice-oriented research","authors":"Kothar Talib Sulaiman AL Harrasi","doi":"10.1007/s11251-023-09628-6","DOIUrl":"https://doi.org/10.1007/s11251-023-09628-6","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48211889","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
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