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Learning and Instruction

December 2007 Volume 17, Number 6

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Table of Contents

Number of articles: 12

  1. Children's acquisition of science terms: Simple exposure is insufficient

    Julie E. Dockrell, Nick Braisby & Rachel M. Best

    The ability of school children ( More

    pp. 577-594

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  2. The role of writing in learning from analogies

    Perry D. Klein, Sabrina Piacente-Cimini & Laura A. Williams

    This study examines the role of writing in learning scientific principles through analogy. Seventy-two university students observed two demonstrations concerning one of three topics: buoyant force ... More

    pp. 595-611

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  3. Finding and fixing errors in worked examples: Can this foster learning outcomes?

    Cornelia S. Große & Alexander Renkl

    Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether ... More

    pp. 612-634

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  4. Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?

    Laura Del Favero, Pietro Boscolo, Giulio Vidotto & Marco Vicentini

    In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second ... More

    pp. 635-657

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  5. The effects of different modes of representation on the solution of one-step additive problems

    Iliada Elia, Athanasios Gagatsis & Andreas Demetriou

    This study investigated the role of different modes of representation, i.e., verbal description, decorative pictures, informational pictures and number line, in solving additive change problems.... More

    pp. 658-672

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  6. Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom

    Daphne Hijzen, Monique Boekaerts & Paul Vedder

    Previous research suggested that social support, belongingness and mastery goals were related to the quality of cooperative learning (CL). In this in-depth study we explored how to differentiate... More

    pp. 673-687

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  7. Transfer from structured to open-ended problem solving in a computerized metacognitive environment

    Esther Kapa

    A new computerized environment introducing a variety of metacognitive support mechanisms (MSMs) in different phases of the problem-solving process was designed to influence students' transfer from ... More

    pp. 688-707

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  8. Internal and external scripts in computer-supported collaborative inquiry learning

    Ingo Kollar, Frank Fischer & James D. Slotta

    We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning... More

    pp. 708-721

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  9. Instructional animation versus static pictures: A meta-analysis

    Tim N. Höffler & Detlev Leutner

    A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static... More

    pp. 722-738

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  10. Profiles of ability, effort, and difficulty: Relationships with worldviews, motivation and adjustment

    Lars-Erik Malmberg & Todd D. Little

    Adopting a person-centered approach, we profiled 5th and 6th grade children's (152 boys and 161 girls) school-related beliefs about perceived task difficulty and agency beliefs in ability and... More

    pp. 739-754

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  11. The effect of experimental manipulation of student motivation on the situational representation of text

    Ellen Schaffner & Ulrich Schiefele

    The present study investigated the effects of motivational instructions on interest, test anxiety, and text learning. Instructions to facilitate intrinsic and extrinsic motivation were compared... More

    pp. 755-772

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  12. The CAEB: An instrument for measuring connotative aspects of epistemological beliefs

    Elmar Stahl & Rainer Bromme

    This article presents a semantic differential called Connotative Aspects of Epistemological Beliefs (CAEB) developed to assess university students' epistemological beliefs with adjective pairs such... More

    pp. 773-785

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