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Learning and Instruction

December 2014 Volume 34, Number 1

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Table of Contents

Number of articles: 8

  1. Outcome feedback during collaborative learning: Contingencies between feedback and dyad composition

    Christa S.C. Asterhan, Baruch B. Schwarz & Noa Cohen-Eliyahu

    The role of outcome feedback in collaborative learning settings has received little empirical attention. We examined whether outcome feedback improves learning gains in singleton and dyadic... More

    pp. 1-10

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  2. Learning from observing hands in static and animated versions of non-manipulative tasks

    Juan C. Castro-Alonso, Paul Ayres & Fred Paas, School of Education, Australia

    Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study... More

    pp. 11-21

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  3. Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers

    Lisette Wijnia, Sofie M.M. Loyens & Tamara van Gog, Department of Psychology; Eva Derous, Department of Personnel Management, Belgium; Henk G. Schmidt, Department of Psychology

    Problem-based learning (PBL) requires students to formulate learning issues that need to be answered by studying multiple literature resources. Advocates of high instructional guidance argue that... More

    pp. 22-31

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  4. Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school

    Irene M. Schurtz & Maximilian Pfost, Department of Educational Research, Germany; Benjamin Nagengast, Center for Educational Science and Psychology, Germany; Cordula Artelt, Department of Educational Research, Germany

    Recent studies have analyzed social and dimensional comparisons simultaneously in order to consider their impact on students' academic self-concept (e.g., Chiu, 2012). Thereby, social comparisons... More

    pp. 32-41

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  5. Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues

    Kalypso Iordanou, University of Central Lancashire, Cyprus, Cyprus; C.P. Constantinou, University of Cyprus, Cyprus

    We report on a study of the effect of meta-level awareness on the use of evidence in discourse. The participants were 66 pre-service teachers who were engaged in a dialogic activity. Meta-level... More

    pp. 42-57

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  6. Do illustrations help or harm metacomprehension accuracy?

    Allison J. Jaeger & Jennifer Wiley

    The present research examined the effect of illustrations on readers' metacomprehension accuracy for expository science text. In two experiments, students read non-illustrated texts, or the same... More

    pp. 58-73

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  7. Knowing what you don't know makes failure productive

    Katharina Loibl & Nikol Rummel

    To progress from intuitive ideas to deep conceptual understanding, students need to become aware of gaps in their ideas. Attempting to solve problems prior to instruction may lead to a global... More

    pp. 74-85

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  8. The effect of team feedback and guided reflexivity on team performance change

    Catherine Gabelica & P. Van den Bossche, Maastricht University; S. De Maeyer, University of Antwerp, Belgium; M. Segers & Wim Gijselaers, Maastricht University

    Providing teams with feedback has been forwarded as a powerful practice to improve their learning and performance. Yet, this learning potential may not be realized unless teams actively process... More

    pp. 86-96

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