Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 729, doi. 10.1007/s11251-012-9252-3
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- Publication type:
- Article
Works matching IS 00204277 AND DT 2013 AND VI 41 AND IP 4
Results: 8
1
2
The expertise reversal effect in prompting focused processing of instructional explanations.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 635, doi. 10.1007/s11251-012-9247-0
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- Publication type:
- Article
3
Strategies for success: uncovering what makes students successful in design and learning.
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- Instructional Science, 2013, v. 41, n. 4, p. 773, doi. 10.1007/s11251-012-9251-4
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- Article
4
Translating between representations in a social context: a study of undergraduate science students' representational fluency.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 699, doi. 10.1007/s11251-012-9253-2
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- Publication type:
- Article
5
Epistemic trajectories: mentoring in a game design practicum.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 745, doi. 10.1007/s11251-012-9255-0
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- Publication type:
- Article
6
Impacts of learning inventive problem-solving principles: students' transition from systematic searching to heuristic problem solving.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 657, doi. 10.1007/s11251-012-9250-5
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- Publication type:
- Article
7
Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 793, doi. 10.1007/s11251-012-9249-y
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- Publication type:
- Article
8
Ways of thinking associated with mathematics teachers' problem posing in the context of division of fractions.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 681, doi. 10.1007/s11251-012-9254-1
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- Publication type:
- Article