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Learning and Instruction

December 2017 Volume 52, Number 1

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Table of Contents

Number of articles: 16

  1. Designs for learning about climate change as a complex system

    Michael J. Jacobson, Lina Markauskaite & Alisha Portolese, The University of Sydney, Australia; Manu Kapur, ETH Zurich, Switzerland; Polly K. Lai, Arizona State University, United States; Gareth Roberts, The University of Sydney, Australia

    This paper reports on a study in which students used agent-based computer models to learn about complex systems ideas of relevance to understanding climate change. The experimental condition used a More

    pp. 1-14

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  2. Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations

    Eva Thomm, Faculty of Education, Germany; Sarit Barzilai, Department of Learning, Instruction, and Teacher Education, Israel; Rainer Bromme, Department of Psychology, Germany

    The present study examined the role of conflict topics and individual differences in epistemic perspectives (absolutism, multiplism, and evaluativism) in students' explanations of expert conflicts.... More

    pp. 15-26

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  3. The impact of immediate test score reporting on university students' achievement emotions in the context of computer-based multiple-choice exams

    Lia M. Daniels & Mark J. Gierl

    Test-taking is an emotion-laden event for many students. Typically, negative emotions are highest at the start of an examination and are replaced by positive emotions as the exam progresses. The... More

    pp. 27-35

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  4. Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction

    Alexander Eitel, Leibniz-Institut für Wissensmedien, Germany; Sebastian Martin Benito, University of Tübingen, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany

    Are practice tests only helpful when having studied before taking them? We investigated this question in a multimedia learning scenario. Participants (N = 85) were randomly assigned to one of two... More

    pp. 36-45

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  5. How to sequence video modeling examples and inquiry tasks to foster scientific reasoning

    Juliane M. Kant, Katharina Scheiter & Kerstin Oschatz, University of Tübingen, Germany

    Scientific reasoning skills can be acquired through technology-enhanced inquiry tasks or video modeling examples showing how to conduct virtual experiments. However, inquiry tasks can be... More

    pp. 46-58

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  6. Effects of fluency training on reading competence in primary school children: The role of prosody

    Nuria Calet, Department of Developmental and Educational Psychology, Spain; Nicolás Gutiérrez-Palma, Department of Psychology, Spain; Sylvia Defior, Department of Developmental and Educational Psychology, Spain

    Reading fluency defined as speed, accuracy, and prosody, is a critical component of reading development. The purpose of this research was to compare the efficacy of automaticity versus prosody... More

    pp. 59-68

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  7. Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach

    Stéphanie Roussel, Languages Department, France; Danielle Joulia, Department of Computing, France; André Tricot, CNRS, France; John Sweller, School of Education, Australia

    Several widely implemented educational approaches aim to provide academic content in a foreign language. While Content and Language Integrated Learning (CLIL) works because it focuses both on... More

    pp. 69-79

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  8. Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement

    Thomas Lösch, LEAD Graduate School & Research Network, Germany; Augustin Kelava, Benjamin Nagengast & Ulrich Trautwein, Hector Research Institute of Education Sciences and Psychology, Germany; Oliver Lüdtke, Leibniz Institute for Mathematics and Science Education, Germany

    The internal/external frame of reference (I/E) model posits that students' academic self-concept in one domain (e.g., math) is positively associated with achievement in the same domain but... More

    pp. 80-89

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  9. Manipulating cognitive engagement in preparation-to-collaborate tasks and the effects on learning

    Rachel Lam & Kasia Muldner, Arizona State University, United States

    While collaborating with a peer can be highly beneficial for learning, more work is needed to understand how instructional activities in collaborative contexts should be designed so as to maximize ... More

    pp. 90-101

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  10. Fourth-grade emergent bilinguals' uses of functional grammar analysis to talk about text

    Carrie Symons, Michigan State University, United States; Annemarie Sullivan Palincsar & Mary J. Schleppegrell, University of Michigan, United States

    While decades of research on reading comprehension strategy instruction has yielded significant insights into the effective use of comprehension strategies, less is known about how students—in... More

    pp. 102-111

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  11. What you see is what you remember? Depictions of historical figures influence memory for historical facts

    Martin Merkt & Stephan Schwan

    We investigated whether the characteristics of pictures affect memory for verbal learning materials. In the learning phase, participants watched a slideshow about historical figures that were... More

    pp. 112-121

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  12. Conceptual explanations and understanding fraction comparisons

    Emma H. Geller, University of California, Los Angeles, United States; Ji Y. Son, California State University, Los Angeles, United States; James W. Stigler, University of California, Los Angeles, United States

    Explanations are used as indicators of understanding in mathematics, and conceptual explanations are often taken to signal deeper understanding of a domain than more superficial explanations.... More

    pp. 122-129

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  13. Are reading difficulties associated with bullying involvement?

    Tiina Turunen, Elisa Poskiparta & Christina Salmivalli

    Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school... More

    pp. 130-138

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  14. Medical students' biomedical and clinical knowledge: Combining longitudinal design, eye tracking and comparison with residents' performance

    Ilona Södervik & Henna Vilppu, Department of Teacher Education in University of Turku, Finland; Erika Österholm, Medical Faculty of the University of Turku, Finland; Mirjamaija Mikkilä-Erdmann, Department of Teacher Education in University of Turku, Finland

    This study combines longitudinal and individual process-level analyses to investigate medical students' biomedical knowledge and how they generate a diagnosis for a patient case text. The... More

    pp. 139-147

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  15. Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model

    Anna-Katharina Praetorius, German Institute for International Educational Research (DIPF), Germany; Tobias Koch, Center for Methods, Germany; Annette Scheunpflug, Department of Education, Germany; Horst Zeinz, Department of Education, University of Münster, Germany; Markus Dresel, Department of Psychology, Germany

    Teachers differ considerably in their judgment accuracy of motivational student characteristics. Thus far, only few investigations have focused on explaining these differences. In this study, we... More

    pp. 148-160

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  16. Leveraging social networking sites for knowledge co-construction: Positive effects of argumentation structure, but premature knowledge consolidation after individual preparation

    Dimitra Tsovaltzi, Raluca Judele, Thomas Puhl & Armin Weinberger

    Social Network Sites (SNS) like Facebook bear potential for collaboration through rich social interactions, but the shared arguments are often poorly elaborated, and lack epistemic quality. In a... More

    pp. 161-179

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