Works matching IS 00204277 AND DT 2013 AND VI 41 AND IP 3

Results: 9

Learning 'to do' and learning 'about' inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum.

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 521, doi. 10.1007/s11251-012-9242-5

By:

Syer, Cassidy;
Chichekian, Tanya;
Shore, Bruce;
Aulls, Mark

Publication type:

Article

Agreed discoveries: students' negotiations in a virtual laboratory experiment.

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 455, doi. 10.1007/s11251-012-9238-1

By:

Karlsson, Göran;
Ivarsson, Jonas;
Lindström, Berner

Publication type:

Article

Making the invisible visible: enhancing students' conceptual understanding by introducing representations of abstract objects in a simulation.

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 575, doi. 10.1007/s11251-012-9245-2

By:

Olympiou, Georgios;
Zacharias, Zacharia;
deJong, Ton

Publication type:

Article

Questioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students.

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 597, doi. 10.1007/s11251-012-9246-1

By:

Lai, Ming;
Law, Nancy

Publication type:

Article

Sequential effects of high and low instructional guidance on children's acquisition of experimentation skills: Is it all in the timing?

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 621, doi. 10.1007/s11251-012-9248-z

By:

Matlen, Bryan;
Klahr, David

Publication type:

Article

Investigating teachers' beliefs about the utility of epistemic practices: a pilot study of a new assessment.

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 499, doi. 10.1007/s11251-012-9241-6

By:

Hennessey, Maeghan;
Karen Murphy, P.;
Kulikowich, Jonna

Publication type:

Article

Support for self-regulation in learning complex topics from multimedia explanations: do learners need extensive or minimal support?

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 539, doi. 10.1007/s11251-012-9243-4

By:

García Rodicio, Héctor;
Sánchez, Emilio;
Acuña, Santiago

Publication type:

Article

Expertise reversal effect in reading Chinese texts with added causal words.

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 481, doi. 10.1007/s11251-012-9239-0

By:

Kalyuga, Slava;
Law, Yin;
Lee, Chee

Publication type:

Article

Effects of representation sequences and spatial ability on students' scientific understandings about the mechanism of breathing.

Published in:

Instructional Science, 2013, v. 41, n. 3, p. 555, doi. 10.1007/s11251-012-9244-3

By:

Wu, Hsin-Kai;
Lin, Yu-Fen;
Hsu, Ying-Shao

Publication type:

Article