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Instructional Science: An International Journal of the Learning Sciences

July 2013 Volume 41, Number 4

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Table of Contents

Number of articles: 8

  1. The Expertise Reversal Effect in Prompting Focused Processing of Instructional Explanations

    Julian Roelle & Kirsten Berthold

    Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional... More

    pp. 635-656

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  2. Impacts of Learning Inventive Problem-Solving Principles: Students' Transition from Systematic Searching to Heuristic Problem Solving

    Moshe Barak

    This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students'... More

    pp. 657-679

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  3. Ways of Thinking Associated with Mathematics Teachers' Problem Posing in the Context of Division of Fractions

    Boris Koichu, Guershon Harel & Alfred Manaster

    Twenty-four mathematics teachers were asked to think aloud when posing a word problem whose solution could be found by computing 4/5 divided by 2/3. The data consisted of verbal protocols along... More

    pp. 681-698

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  4. Translating between Representations in a Social Context: A Study of Undergraduate Science Students' Representational Fluency

    Kim Nichols, Muditha Ranasinghe & Jim Hanan

    Interacting with and translating across multiple representations is an essential characteristic of expertise and representational fluency. In this study, we explored the effect of interacting with ... More

    pp. 699-728

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  5. Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement

    Floris M. Van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. Van der Vleuten & Henk G. Schmidt

    This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66... More

    pp. 729-744

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  6. Epistemic Trajectories: Mentoring in a Game Design Practicum

    Padraig Nash & David Williamson Shaffer

    Innovative professionals rely on a specific ways of thinking to solve the nonstandard problems that come up in practice (Goodwin, "Am Anthropol" 96(3):606-633, 1994; Schön, "The... More

    pp. 745-771

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  7. Strategies for Success: Uncovering What Makes Students Successful in Design and Learning

    Xornam S. Apedoe & Christian D. Schunn

    While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with... More

    pp. 773-791

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  8. Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach

    Joyce Hwee Ling Koh, Ching Sing Chai & Chin-Chung Tsai

    The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers' information... More

    pp. 793-809

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