Instructional Science: An International Journal of the Learning Sciences
September 2009 Volume 37, Number 5
Table of Contents
Number of articles: 5
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Metacognition in Chemical Education: Question Posing in the Case-Based Computerized Learning Environment
Zvia Kaberman & Yehudit Judy Dori
Posing questions about an article might improve one's knowledge--a cognitive function, or monitor one's thought processes--a metacognitive function. This study focuses on guided question posing... More
pp. 403-436
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Unraveling the Influence of Domain Knowledge during Simulation-Based Inquiry Learning
Ard W. Lazonder, Pascal Wilhelm & Emiel van Lieburg
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and outcomes. Fifty-seven college freshmen were randomly allocated to one of... More
pp. 437-451
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Design and Evaluation of a Development Portfolio: How to Improve Students' Self-Directed Learning Skills
Wendy Kicken, Saskia Brand-Gruwel, Jeroen van Merrienboer & Wim Slot
In on-demand education, students often experience problems with directing their own learning processes. A Structured Task Evaluation and Planning Portfolio (STEPP) was designed to help students... More
pp. 453-473
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The Complexity of Tool Use in Computer-Based Learning Environments
Geraldine Clarebout & Jan Elen
Starting from Perkins' (1985) framework, this study addresses tool use in a computer-based learning environment. In line with Perkins, first the effects of tool use on performance were investigated... More
pp. 475-486
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Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
Barry Gholson, Amy Witherspoon, Brent Morgan, Joshua K. Brittingham, Robert Coles, Arthur C. Graesser, Jeremiah Sullins & Scotty D. Craig
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect... More
pp. 487-493