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Instructional Science: An International Journal of the Learning Sciences

July 2014 Volume 42, Number 4

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Table of Contents

Number of articles: 9

  1. Student Learning Theory Goes (Back) to (High) School

    Paul Ginns, Andrew J. Martin & Brad Papworth

    Biggs' 3P (Presage-Process-Product) model, a key framework in Student Learning Theory, provides a powerful means of understanding relations between students' perceptions of the teaching... More

    pp. 485-504

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  2. Learning by Restorying

    Wayne A. Slabon, Randy L. Richards & Vanessa P. Dennen

    In this paper, we introduce restorying, a pedagogical approach based on social constructivism that employs successive iterations of rewriting and discussing personal, student-generated, domain... More

    pp. 505-521

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  3. Making the Failure More Productive: Scaffolding the Invention Process to Improve Inquiry Behaviors and Outcomes in Invention Activities

    N G. Holmes, James Day, Anthony H. K. Park, D A. Bonn & Ido Roll

    Invention activities are Productive Failure activities in which students attempt (and often fail) to invent methods that capture deep properties of a construct before being taught expert solutions.... More

    pp. 523-538

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  4. Mind the Gap! Students' Use of Exemplars and Detailed Rubrics as Formative Assessment

    Anastasiya A. Lipnevich, Leigh N. McCallen, Katharine Pace Miles & Jeffrey K. Smith

    The current study examined efficient modes for providing standardized feedback to improve performance on an assignment for a second year college class involving writing a brief research proposal.... More

    pp. 539-559

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  5. Guiding the Design of Lessons by Using the MAPLET Framework: Matching Aims, Processes, Learner Expertise and Technologies

    Dirk Ifenthaler & Maree Gosper

    This paper introduces the MAPLET framework that was developed to map and link teaching aims, learning processes, learner expertise and technologies. An experimental study with 65 participants is... More

    pp. 561-578

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  6. Do Expert Clinical Teachers Have a Shared Understanding of What Constitutes a Competent Reasoning Performance in Case-Based Teaching?

    Geneviève Gauthier & Susanne P. Lajoie

    To explore the assessment challenge related to case based learning we study how experienced clinical teachers--i.e., those who regularly teach and assess case-based learning--conceptualize the... More

    pp. 579-594

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  7. Students' Images of Mathematics

    Lee Martin & Pamela Gourley-Delaney

    Students' judgments about "what counts" as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and... More

    pp. 595-614

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  8. How Groups Cooperate in a Networked Geometry Learning Environment

    Kevin Lai & Tobin White

    This paper presents a small group computing environment in which four students each control a different point in a geometric space, such that as a group they collectively manipulate the vertices of... More

    pp. 615-637

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  9. The Impact of Incorrect Examples on Learning Fractions: A Field Experiment with 6th Grade Students

    Tim Heemsoth & Aiso Heinze

    Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be... More

    pp. 639-657

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