Subjects -> EDUCATION (Total: 2537 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2176 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2176 journals)            First | 1 2 3 4 5 6 7 8     

Showing 801 - 857 of 857 Journals sorted alphabetically
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access   (Followers: 2)
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 14)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 16)
Interchange     Hybrid Journal   (Followers: 1)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 4)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 3)
International e-Journal of Educational Studies     Open Access  
International Education     Open Access   (Followers: 10)
International Education Research     Open Access   (Followers: 8)
International Education Studies     Open Access   (Followers: 10)
International Educational Research     Open Access  
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 9)
International Journal for Educational Integrity     Open Access   (Followers: 3)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 8)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 1)
International Journal of Accounting     Hybrid Journal   (Followers: 1)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Advancement in Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 26)
International Journal of Assessment Tools in Education     Open Access   (Followers: 7)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 19)
International Journal of Bullying Prevention     Hybrid Journal  
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 5)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 7)
International Journal of Community Service Learning     Open Access   (Followers: 1)
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 3)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 5)
International Journal of Critical Pedagogy     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 5)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 4)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Development Education and Global Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 35)
International Journal of Distance Education and E-Learning     Open Access   (Followers: 3)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 14)
International Journal of Early Years Education     Hybrid Journal   (Followers: 11)
International Journal of Education     Open Access   (Followers: 17)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 10)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education and Management Engineering     Open Access   (Followers: 2)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 2)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 6)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 17)
International Journal of Educational Methodology     Open Access  
International Journal of Educational Psychology     Open Access   (Followers: 17)
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Technology     Open Access   (Followers: 4)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 3)
International Journal of Ethics Education     Hybrid Journal  
International Journal of Evaluation and Research in Education     Open Access   (Followers: 12)
International Journal of Experiential Learning & Case Studies     Open Access   (Followers: 1)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 4)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Education     Open Access   (Followers: 1)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 2)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 25)
International Journal of Indonesian Education and Teaching     Open Access  
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 8)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Integrated Education and Development     Open Access  
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Education     Open Access   (Followers: 1)
International Journal of Language Teaching and Education     Open Access   (Followers: 1)
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 24)
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI)     Open Access   (Followers: 4)
International Journal of Learning and Development     Open Access   (Followers: 5)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 4)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 10)
International Journal of Management in Education     Hybrid Journal   (Followers: 8)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 10)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 10)
International Journal of Music Education     Hybrid Journal   (Followers: 18)
International Journal of New Education     Open Access   (Followers: 1)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 12)
International Journal of Nursing Student Scholarship     Open Access   (Followers: 2)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 8)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 7)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 3)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Practice-based Learning in Health and Social Care     Open Access   (Followers: 2)
International Journal of Public Legal Education     Open Access   (Followers: 1)
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 39)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 5)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 19)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 20)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 20)
International Journal of Research in Education Methodology     Open Access   (Followers: 12)
International Journal of Research in Undergraduate Mathematics Education     Hybrid Journal  
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 11)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 13)
International Journal of School & Educational Psychology     Hybrid Journal   (Followers: 1)
International Journal of School Social Work     Open Access   (Followers: 3)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 25)
International Journal of Science and Technology Education Research     Open Access   (Followers: 10)
International Journal of Science Education     Hybrid Journal   (Followers: 30)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 10)
International Journal of Servant-Leadership     Full-text available via subscription   (Followers: 1)
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Sociology of Education     Open Access   (Followers: 9)
International Journal of STEM Education     Open Access   (Followers: 6)
International Journal of Synergy and Research     Open Access  
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 4)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 21)
International Journal of Training Research     Hybrid Journal   (Followers: 6)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 1)
International Journal on Lifelong Education and Leadership     Open Access   (Followers: 2)
International Journal Pedagogy of Social Studies     Open Access  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Online Journal of Teachers in Collaboration     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 5)
International Review of Economics Education     Hybrid Journal   (Followers: 3)
International Review of Education     Hybrid Journal   (Followers: 7)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 33)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 26)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
International Technology and Education Journal     Open Access  
Interritórios     Open Access  
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access   (Followers: 1)
Investigaciones Sobre Lectura     Open Access  
Investigating the Child’s World     Open Access   (Followers: 2)
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
IRJE (Indonesian Research Journal in Education)     Open Access   (Followers: 1)
Iseedu : Journal of Islamic Educational Thoughts and Practices     Open Access   (Followers: 2)
Islamic Counseling : Jurnal Bimbingan Konseling Islam     Open Access   (Followers: 1)
Issues and Trends in Educational Technology     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Issues in Language Instruction     Open Access   (Followers: 2)
Istanbul Journal of Innovation in Education     Open Access  
Istawa : Journal of Islamic Education     Open Access  
Italiano a scuola     Open Access   (Followers: 1)
Italiano LinguaDue     Open Access  
Itinerario Educativo     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access  
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access   (Followers: 4)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access   (Followers: 1)
JAMP : Jurnal Administrasi dan Manajemen Pendidikan     Open Access   (Followers: 1)
JEKPEND : Jurnal Ekonomi dan Pendidikan     Open Access   (Followers: 2)
Jendela Olahraga     Open Access  
JET (Journal of English Teaching)     Open Access  
JIKAP PGSD : Jurnal Ilmiah Ilmu Kependidikan     Open Access   (Followers: 2)
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMIR Medical Education     Open Access   (Followers: 1)
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
JOHME : Journal of Holistic Mathematics Education     Open Access  
Jornal Internacional de Estudos em Educação Matemática     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 2)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 4)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 1)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Research in Mathematics Education     Full-text available via subscription   (Followers: 27)

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Similar Journals
Journal Cover
Instructional Science
Journal Prestige (SJR): 1.345
Citation Impact (citeScore): 2
Number of Followers: 14  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1952 - ISSN (Online) 0020-4277
Published by Springer-Verlag Homepage  [2626 journals]
  • Teacher and student enactments of a transdisciplinary
           art-science-computing unit
    • Abstract: Abstract Transdisciplinary learning environments have potential to bring together the arts, sciences, and computing within schools. We investigate the student and teacher enactment of sensemaking practices that break down disciplinary silos. We describe a pedagogical approach, Luminous Science, where students make dynamic, computationally-rich artistic representations of data from a classroom garden. Then we present an analysis of students’ sensemaking practices used during the transdisciplinary unit in three cases of art, science and computing classrooms. Qualitative analysis of a student group and teachers’ curricular materials in each of these classrooms elucidates how teachers’ enactment choices, organization, and facilitation of the unit we co-designed with them facilitated opportunities for students’ transdisciplinary thinking and learning. We show that when teachers’ enactments supported increased computational complexity and ties between artifact and phenomenon, then students participated in deeper transdisciplinary sensemaking. We discuss the implications for the design of curricular materials and professional development to support effective organization and discourse practices by teachers in orchestrating transdisciplinary sensemaking.
      PubDate: 2020-06-25
       
  • Exploring problem conceptualization and performance in STEM problem
           solving contexts
    • Abstract: Abstract Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N = 12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.
      PubDate: 2020-06-06
       
  • The effect of grade framing on task engagement, task completion, and
           anticipated regret
    • Abstract: Abstract Student tasks are assigned frequently in higher education to facilitate learning. For the students, the task grade is one of the motivating components for successfully performing a task. In this study, we presented students with a hypothetical task under different but equivalent grade computations (framings). Based upon principles derived from behavioral economics, the grade computations were framed as a loss or gain and explicitly or implicitly. Responding to each of these framings, 365 undergraduates reported their level of task engagement, task completion, and their anticipated regret for not completing the task (student outcomes). Findings revealed that when the task grade was framed as producing a potential loss in points, respondents reported higher student outcome levels than when framed as producing a potential gain in the grade. Furthermore, framing the grade’s consequence explicitly (without requiring the students to calculate it) had a stronger positive effect on student outcomes than when framing it implicitly.
      PubDate: 2020-06-06
       
  • Negotiating status hierarchies in middle school inquiry science:
           implications for marginal non-participation
    • Abstract: Abstract While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via teacher-led interventions, we know little about how one becomes low status, or the role peers play in legitimating or delegitimating inequitable relations. This study used the sociocultural concept of marginal non-participation to describe interactional moves learners use to navigate status hierarchies in an inquiry science context where student authority may permit learners to obstruct peers’ participation. Participants were three collaborative groups of 3–4 learners in 7th grade science classrooms where a series of inquiry curriculum units were being implemented. Interviews were used alongside a microgenetic analysis of video-recorded group work observations to identify interactions that legitimated and delegitimated status hierarchies. Legitimation involved communicating acceptance of differential belonging and competence while delegitimation involved challenging differential reward by fostering widespread participation. Low- and high-status group members were active in both processes. Results suggest that diffuse status characteristics and science capital inform how status hierarchies are negotiated and that learners adapt disciplinary norms for status legitimating and delegitimating ends. Implications for learners’ participation in scientific practices and identification with science are discussed.
      PubDate: 2020-05-17
       
  • Can we further improve tablet-based drawing to enhance learning' An
           empirical test of two types of support
    • Abstract: Abstract Digital drawing can foster learning, but only if the drawing is of sufficient quality. Hence, the focus of the present study was to investigate whether and how two types of drawing support may foster drawing quality and, in turn, learning outcomes. To this end, participants (N = 156) were randomly assigned to one of four conditions, in which they either just read text (control), were prompted to make a free-hand representational drawing (unsupported drawing), or they were additionally supported in their drawing efforts because a background (global support) or single elements for the drawing (local support) were already provided. Learning outcomes were assessed by means of recognition, transfer, and a drawing test. Results revealed that students from all three drawing conditions (unsupported, global, and local support) scored better on the transfer and drawing tests than the control condition. Both types of drawing support did neither increase drawing quality nor learning in comparison to unsupported drawing. Reasons for the latter findings are discussed.
      PubDate: 2020-05-11
       
  • Split up, but stay together: Collaboration and cooperation in mathematical
           problem solving
    • Abstract: Abstract Conditions under which group work leads to learning have been studied in collaborative settings. Little is known, however, about whether and how the interplay between collaboration and cooperation impinges on group learning. In this paper, we study this interplay in the context of mathematical problem-solving. We focus on how training students to learn together influences this interplay, and on the relations of this interplay with mathematical problem-solving. Five groups of Grade 8 students participated in a course aimed at fostering learning to solve mathematical problems in small groups. Before and after the course, they solved a mathematical problem. An increase in the ratio of cooperation episodes out of total group work time was observed, as well as advancements in mathematical problem-solving. In addition, we found a mid-high correlation between instances of cooperation and mathematical activity: up to a certain threshold, cooperating more in a group yielded an increase in the individual generation of mathematical claims and arguments. We identified the critical role of coordination: for group learning to be productive, students should continuously negotiate and adjust their goals through communication before or while they cooperate on different tasks. We conclude that teachers aiming at fostering group work should encourage the diversification of modes of group work, for the advancement of mathematical problem-solving or of any case in which individual settings are too challenging.
      PubDate: 2020-05-04
       
  • Comparing first- and third-person perspectives in early elementary
           learning of honeybee systems
    • Abstract: Abstract Prior literature has begun to demonstrate that even young children can learn about complex systems using participatory simulations. This study disentangles the impacts of third-person perspectives (offered by traditional simulations) and first-person perspectives (offered by participatory simulations) on children’s development of such systems thinking in the context of the emergent complexity of honeybee nectar foraging. Specifically, we worked with three first-grade classrooms assigned to one of three conditions—instruction through use of a first-person perspective only, third-person perspective only, and integrated instruction—to engage ideas of complex systems thinking. In each condition, systems concepts were targeted through instruction and assessment. The integrated and third-person classrooms demonstrated significant gains while the first-person classroom showed gains that were not statistically significant, suggesting that third-person perspectives play a critical role in how children learn systems thinking. This work also puts forth a novel assessment design for young children using multiple-choice questions.
      PubDate: 2020-04-19
       
  • A framework for exploring small group learning in high school science
           classrooms: The triple problem solving space
    • Abstract: Abstract Classroom activities using an inquiry approach often feature students working in small groups to reduce teacher-centeredness and maximize student autonomy. Within science classrooms, group work may mirror modern scientific research: successful interaction among team members (social/relational) that engages probing questioning and creativity (cognitive/content) with emotional attachment to their work (affective). Previous research on small group work in school science focused either on single dimensions of group work—mostly on needed cognitive resources, e.g., knowledge and skills for understanding and addressing the problem—or on the interplay between cognitive and social resources (e.g., science knowledge and capacity to foster group interactions), while the role of affects is relatively unexplored. We propose that group work demands the collective construction of a “triple problem solving space” in which all three dimensions—cognitive/content (the problem to be solved), social/relational (the challenges based on social interactions within the group), and affective (the emotional life of the group)—are developed on a moment-by-moment basis. Assessing whether and to what extent students collectively construct a positive triple problem solving space, we videotaped small groups’ interactions (3–4 students per group) during inquiry-based activities in three ninth grade science classes. Results showed that when a group collectively positions itself positively in terms of social and affective dynamics, it tends to engage effectively in the cognitive aspects of the assigned tasks. The qualitative analysis further highlights the socially-shared regulation processes that involve an ongoing negotiation between intra- and inter-individual resources and which are the result of each group member deploying individual resources along each dimension, monitoring and evaluating their peers’ processes, and adjusting their processes accordingly through integration of information from self and others.
      PubDate: 2020-04-16
       
  • Situational interest helps correct misconceptions: An investigation of
           conceptual change in university students
    • Abstract: Abstract Many learners possess misconceptions regarding instructional content; toward this aim, educational practitioners employ teaching practices that support learners’ efforts to restructure their existing knowledge structures—a process known as conceptual change. The Cognitive Reconstruction of Knowledge Model emphasizes the importance of conceptual dissatisfaction, topic interest, and learners’ need for cognition in the process of conceptual change. However, most conceptual change studies have failed to differentiate the contribution of dispositional and situational interest to the revision of conceptual understanding. The current study was designed to test key predictions of the Cognitive Reconstruction of Knowledge Model while also exploring the influence of dispositional and situational interest on the conceptual change process. Participants (N = 360) recruited from two universities in the United States completed measures assessing pre- and post-test knowledge, individual and situational interest, need for cognition, dissatisfaction, and cognitive engagement. Further, participants read a refutational text designed to address commonly endorsed misconceptions regarding HIV/AIDS. Results of a path analysis indicated situational interest exerted a significant indirect effect on conceptual change scores through cognitive engagement. Contrary to the predictions of the Cognitive Reconstruction of Knowledge Model, our findings indicated that the need for cognition, individual interest, and cognitive conflict were not significant predictors of conceptual change. We believe the findings of our investigation highlight the importance of fostering situational interest when attempting to promote knowledge reconstruction among learners.
      PubDate: 2020-04-15
       
  • Learning paths in synthesis writing: Which learning path contributes most
           to which learning outcome'
    • Abstract: Abstract This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were held constant. The participants were 114 undergraduate psychology students. The object of the instruction was a guide on strategies for writing an argumentative synthesis text. However, the instruction varied between explicit strategy instruction, consisting of explaining each of the process’s four phases (exploring and identifying arguments and counterarguments, contrasting positions, drawing an integrative conclusion, and organising and revising the final draft), modelled via videos, versus self-study of the written strategy guide. After the initial instruction session, the students in both groups practiced collaboratively writing synthesis texts over two sessions with access to the strategy guide. The primary study compared the individually written pre- and posttest syntheses and found statistically significant differences favouring explicit instruction in both dependent variables: the argumentation coverage and the level of integration. The secondary analysis reported in the current paper involved scoring additional written syntheses produced during two practice sessions and then analysing the data for all time points (pretest, posttest, and the two practice sessions) using structural equation modelling (SEM) to test whether explicit instruction directly or indirectly affected the two indicators of good argumentative synthesis texts—argument coverage and integration—via the following collaborative practice. The results suggested two different learning paths for both dependent variables: explicit instruction is effective for both variables, while collaborative practice only has an additional indirect effect on argument coverage.
      PubDate: 2020-03-21
       
  • Examining the instructor-student collaborative partnership in an online
           learning community course
    • Abstract: Abstract Education is under a radical transformation in the current innovation-driven knowledge age. The instructor-student collaborative partnership has the potential to transform education from traditional instructor-directed, transmissive teaching to active, participatory student-centered learning. However, relevant inquiry indicates the conceptual, analytical, and practical gaps on the instructor-student collaborative partnership. This study aims to conceptualize, analyze, and foster the instructor-student collaborative partnership in higher education contexts. To achieve this purpose, we empirically investigate the instructor-student collaborative partnership in an online course where the instructor uses a learning-community approach to foster learning. Using mixed methods, we examine the instructor-student collaborative partnership from the participation frequency, engagement move, and participant perception perspectives. Results show that the instructor and students not only actively participate in learning, instruction, and social environment building processes, but also maintain mutual interactions, communications, and actions to construct knowledge, to design and facilitate discussions, and to build a social learning environment. In addition, most participants perceive a sense of an online learning community in this online course. Based on the results, we provide theoretical, analytical, and pedagogical implications to advance the theory, analysis, and practice of the instructor-student collaborative partnership.
      PubDate: 2020-03-10
       
  • Unraveling the implicit challenges in fostering independence: Supervision
           of Chinese doctoral students at Dutch universities
    • Abstract: Abstract Training researchers represents a substantially deeply international activity for higher education, and yet the transition into independence, a critical aim of doctoral education, remains a challenge for both supervisors and doctoral students, especially those from different cultural backgrounds. Interactions between Chinese doctoral students and their supervisors at Dutch universities exemplify the challenges in such an intercultural context. Interviews with 21 Chinese doctoral students and 16 supervisors from three Dutch universities reveal three potential challenges to fostering independence: (1) misalignment in supervisors’ and students’ conceptualizations of independence due to implicit diversity; (2) misalignment between supervisory support and students’ zone of proximal development (ZPD) of independence, as derived from the broader ZPD concept, especially in the first year of the doctoral study; and (3) a gap between supervisors’ interpretation of students’ visible learning behavior and students’ actual concerns. We provide a rich description of these hidden challenges and conclude with a framework outlining the relationships among the three layers of challenges. In so doing, we provide detailed information and a practical tool for supervisors to increase students’ awareness and skills, accurately diagnose students’ ZPD, recognize and reduce any potential misalignments in time, and thereby support students’ transition into independence. We conclude by discussing the practical and theoretical implications of our findings for supervisors and students in other intercultural contexts to reflect on their own practices and explore new ways of promoting international students’ transition into independence.
      PubDate: 2020-03-09
       
  • Combining verbal and visual cueing: Fostering learning pictorial content
           
    • Abstract: Abstract Multimedia learning scenarios in which a picture is the main focus often use combinations of verbal and visual cueing. Based on models of picture processing and multimedia learning, the present study examined the effect of verbal and visual cueing on two basic aspects of pictorial learning: retention and localization of pictorial elements. Videos of three paintings were presented with verbal cueing (naming of pictorial elements), either alone or in combination with visual frames (explicit cues) or zoom-ins (implicit cues), in a 2 × 3 × 3 mixed design (n = 86) with the factors verbal cueing (uncued vs. cued elements, within-subjects) × visual cueing (no vs. explicit vs. implicit, between-subjects) × film (Mantegna vs. Rubens vs. Marsh, within-subjects). The three films were used to check whether our results are generalizable across different pictorial contents. The retention of pictorial elements was measured by open questions, and the localization of the pictorial elements was measured by asking the participants to place picture snippets at the correct location on an area representing the dimensions of the respective painting. The combination of verbal and visual cueing increased the difference between the cued and the less well retained uncued elements and compensated a disadvantage of verbal cueing for localization performance. This was compensated by both types of visual cueing. Regarding retention and localization, explicit and implicit cueing were equally effective. The study provides a differentiated insight into the interplay of verbal and visual cueing regarding cognitive processing in multimedia learning scenarios in which pictures are the main learning focus.
      PubDate: 2020-03-09
       
  • The effect of contrasting cases during problem solving prior to and after
           instruction
    • Abstract: Abstract Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unclear is whether this effect results from merely changing the order of the learning phases (i.e., instruction or problem solving first) or from additional features, such as presenting problem-solving material in the form of cases that differ in one feature at a time. Contrasting such cases may highlight the deep features and provide grounded feedback to students’ problem-solving attempts. In addition, the effect of the order of instruction and problem solving on procedural fluency is still unclear. The present experiment (N = 181, mean age = 14.53) investigated in a 2 × 2 design the effects of order (instruction or problem solving first) and of contrasting cases in the problem-solving material (yes/no) on conceptual understanding and procedural fluency. Additionally, the quality and quantity of students’ solution attempts from the problem-solving phase were coded. Regarding the learning outcomes, the ANOVA results suggest that for procedural fluency instruction prior to problem solving was more beneficial than problem solving prior to instruction. Merely delaying instruction did not increase conceptual understanding. The contrasting cases did not affect the quality of solution attempts, nor the posttest results. As expected, students who received instruction first generated fewer, but higher-quality solution attempts.
      PubDate: 2020-03-02
       
  • Understanding instructional design effects by differentiated measurement
           of intrinsic, extraneous, and germane cognitive load
    • Abstract: Abstract Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of the learning material, and (3) the activation of the learner’s cognitive processes during learning. Based on Cognitive Load Theory, learners also need to deal with the task itself, the design of the material, and the decision on how much to invest into learning. To link these concepts, and to help instructional designers and teachers, cognitive load during learning needs to be differentially measured. This article reviews studies using a questionnaire to measure intrinsic, extraneous and germane cognitive load in order to provide evidence for the instruments’ prognostic validity. Six exemplary studies from different domains with different variations of the learning material were chosen to show that the theoretically expected effects on different types of load are actually reflected in the learners’ answers in the questionnaire. Major hypotheses regarding the different load types were (1) variations in difficulty are reflected in the scale on intrinsic cognitive load, (2) variations in design are reflected in the scale on extraneous cognitive load, and (3) variations in enhancing deeper learning through activation of cognitive processes are reflected in the scale on germane cognitive load. We found prognostic validity to be good. The review concludes by discussing the practical and theoretical implications, as well as pointing out the limitations and needs for further research.
      PubDate: 2020-02-04
       
  • Constructing a model of engagement in scientific inquiry: investigating
           relationships between inquiry-related curiosity, dimensions of engagement,
           and inquiry abilities
    • Abstract: Abstract According to policy documents and research studies, one key objective of science education is to develop students’ inquiry abilities; however, relatively little is known about the interplay among students’ inquiry abilities, the dimensions of their engagement, and their inquiry-related curiosity. The purpose of this study is to explore how four dimensions of engagement (i.e., cognitive, behavioral, emotional, and social) were driven by inquiry-related curiosity and how they affected the students’ inquiry abilities. Structural equation modeling was employed to analyze data collected from 605 11th graders, including their responses to items in an online questionnaire and their performances on a computer-based assessment of scientific inquiry abilities. The results showed that students’ curiosity was associated with their inquiry abilities, and such an association was partially mediated by the four dimensions of engagement in science laboratory classes. Moreover, the results revealed that among the four dimensions of engagement, only cognitive and emotional engagement had significant total effects on students’ inquiry abilities and that the influence of behavioral and social engagement on inquiry abilities was completely mediated by cognitive engagement. This study suggests a critical role played by emotional engagement, cognitive engagement, and curiosity in developing students’ inquiry abilities.
      PubDate: 2020-02-04
       
  • This is easy, you can do it! Feedback during mathematics problem solving
           is more beneficial when students expect to succeed
    • Abstract: Abstract Students’ problem-solving success depends on more than their knowledge and abilities. One factor that may play a role is the teacher’s expectations of students. The current study focused on how a teacher’s explicitly-stated expectations influence students’ ability to learn from corrective feedback during problem solving. On the one hand, setting low expectations (e.g., this task is hard, you’ll likely fail) may help students avoid disappointment in response to negative feedback, thereby facilitating student learning. On the other hand, setting low expectations may produce a self-fulfilling prophecy in which negative feedback confirms the teacher’s expectations and hinders student learning. In a controlled experiment, undergraduate students (N = 160) were randomly assigned to one of four conditions based on a crossing of two factors: teacher expectations for the student (success or failure) and verification feedback during problem solving (yes or no). Posttest performance revealed that feedback had negative effects when teachers set low expectations for students. Results suggest that basic feedback may be more beneficial when teachers help students set their expectations for success.
      PubDate: 2020-01-14
       
  • The effect of team learning behaviours and team mental models on teacher
           team performance
    • Abstract: Abstract Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to get a deeper understanding of meaningful team learning and team mental models in educational contexts, by analysing the effect of team learning behaviours (TLBs) on the development of task-related team mental model (Task-TMM) and team performance. A three-wave longitudinal survey was conducted among interdisciplinary vocational teacher teams (N = 66 teams with 276 team members). TLBs and team performance were measured by validated scales. Task-TMM was measured by an open question about the work tasks of the teams to achieve its goals. The answers were evaluated by content analysis and categorised according to their semantic similarity. Path modelling of the data shows that TLBs have a positive effect on developing Task-TMM and on team performance in terms of effectiveness, efficiency and innovativeness. Task-TMM has a positive effect on effectiveness but not on efficiency or innovativeness. The results provide insights into how teachers’ team performance can be fostered, such as by fostering TLBs creating a learning environment where team members depend on each other to accomplish their work tasks. Especially the longitudinal design and the type of analysis of Task-TMM provides new and deep insights into the relationship between TLBs, Task-TMM and team performance. Through the qualitative approach investigating Task-TMM the study also provides insight into the work tasks of teams in detail.
      PubDate: 2019-12-02
       
  • Thank you to the 2019 Instructional Science Reviewers!
    • PubDate: 2019-11-13
       
  • The moderating role of additional information when learning with
           animations compared to static pictures
    • Abstract: Abstract In research on learning with animations compared to static pictures usually very short and narrowly defined topics are chosen. However, in school contexts such topics are often extended by additional information (i.e., information that is related to a given topic, but not essential for this topic). In the current study, that took place in a school context, it was investigated which role additional information would play when learning with animations compared to static pictures. It was hypothesized that there would be a beneficial effect of the animation, that additional information would impede learning the original topic and that the beneficial effect of the animation compared to the static picture would be even more pronounced when additional information is presented compared to when no additional information is given. A 2 × 2 between-subject design, with visualization format (animation vs. static picture) and additional information (present vs. absent) as independent variables, was used (N = 199 high school students). Learning outcomes were analysed by means of a focal contrast analysis that corresponded to the stated hypotheses. Results revealed that the hypotheses were not met for factual knowledge tasks, but for transfer tasks: Additional information hindered learning, and the advantage of the animation over the static picture was more pronounced when additional information was presented. However, it should be noted that learners receiving additional information performed better on questions about the additional information than learners without additional information. Implications of these results are discussed.
      PubDate: 2019-10-29
       
 
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