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Learning and Instruction

April 2009 Volume 19, Number 2

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Table of Contents

Number of articles: 7

  1. Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment

    Gavin T.L. Brown, S. Earl Irving, Elizabeth R. Peterson & Gerrit H.F. Hirschfeld

    This study aimed to investigate how students' conceptions of assessment relate to one another, how students define assessment, and how student conceptions of assessment relate to their definitions ... More

    pp. 97-111

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  2. Static and animated presentations in learning dynamic mechanical systems

    Jean-Michel Boucheix & Emmanuel Schneider

    In two experiments, we investigated how learners comprehend the functioning of a three-pulley system from a presentation on a computer screen. In the first experiment ( More

    pp. 112-127

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  3. High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?

    Simone Volet, Mark Summers & Joanne Thurman

    This article examines the nature and process of collaborative learning in student-led group activities at university. A situative framework combining the constructs of social regulation and content... More

    pp. 128-143

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  4. Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation

    Irini Dermitzaki, Angeliki Leondari & Marios Goudas

    This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second... More

    pp. 144-157

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  5. The effects of cooperative learning and feedback on e-learning in statistics

    Ulrike-Marie Krause, Robin Stark & Heinz Mandl

    This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors “social context” (individual vs. cooperative) and... More

    pp. 158-170

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  6. Should you show me the money? Concrete objects both hurt and help performance on mathematics problems

    Nicole M. McNeil, David H. Uttal, Linda Jarvin & Robert J. Sternberg

    How do concrete objects that cue real-world knowledge affect students' performance on mathematics word problems? In Experiment 1, fourth- and sixth-grade students ( More

    pp. 171-184

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  7. The worked-example effect using ill-defined problems: Learning to recognise designers' styles

    Arianne Rourke & John Sweller

    This research uses cognitive load theory and theories of visual literacy to provide a theoretical underpinning for techniques to improve students' ability to recognise designers' styles in higher... More

    pp. 185-199

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