You are here:

Learning and Instruction

October 2011 Volume 21, Number 5

Search this issue

Table of Contents

Number of articles: 7

  1. Effects of instructional aids on the acquisition of dynamic decision-making skills

    Christian Frederiksen, E. James Kehoe & Robert Wood

    This study tested the effects of two instructional aids in a complex, dynamic environment, specifically, a business simulation. Participants studied (1) a “causal map,” which depicted key variables... More

    pp. 601-613

    View Abstract
  2. Comparing two types of model progression in an inquiry learning environment with modelling facilities

    Yvonne G. Mulder, Ard W. Lazonder & Ton de Jong

    The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model... More

    pp. 614-624

    View Abstract
  3. Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons

    Julie Radford, Peter Blatchford & Rob Webster

    Support for children with special educational needs in inclusive classrooms is increasingly provided by teaching assistants (TAs). They often have a direct pedagogical role, taking responsibility... More

    pp. 625-635

    View Abstract
  4. Fostering argument justification using collaboration scripts and content schemes

    Birgitta Kopp & Heinz Mandl

    This study examines the manner in which learners’ justifications for arguments are supported during collaborative task-solving in a virtual learning setting. In particular, it investigates the... More

    pp. 636-649

    View Abstract
  5. Cueing complex animations: Does direction of attention foster learning processes?

    Richard Lowe & Jean-Michel Boucheix

    The time course of learners’ processing of a complex animation was studied using a dynamic diagram of a piano mechanism. Over successive repetitions of the material, two forms of cueing (standard... More

    pp. 650-663

    View Abstract
  6. The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

    Katrin Mägi, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Helena Rasku-Puttonen & Jari-Erik Nurmi

    This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about... More

    pp. 664-675

    View Abstract
  7. What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density

    Xenia Vamvakoussi, Konstantinos P. Christou, Lieve Mertens & Wim Van Dooren

    It is widely documented that the density property of rational numbers is challenging for students. The framework theory approach to conceptual change places this observation in the more general... More

    pp. 676-685

    View Abstract