Promoting critical, elaborative discussions through a collaboration script and argument diagrams.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 127, doi. 10.1007/s11251-013-9274-5
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- Publication type:
- Article
Works matching IS 00204277 AND DT 2014 AND VI 42 AND IP 2
Results: 8
1
2
Integrating direct and inquiry-based instruction in the teaching of critical thinking: an intervention study.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 251, doi. 10.1007/s11251-013-9279-0
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- Publication type:
- Article
3
The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 271, doi. 10.1007/s11251-013-9280-7
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- Publication type:
- Article
4
Students' consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 183, doi. 10.1007/s11251-013-9276-3
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- Publication type:
- Article
5
Children's acquisition and use of the control-of-variables strategy: effects of explicit and implicit instructional guidance.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 291, doi. 10.1007/s11251-013-9284-3
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- Publication type:
- Article
6
Relative effects of three questioning strategies in ill-structured, small group problem solving.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 229, doi. 10.1007/s11251-013-9278-1
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- Publication type:
- Article
7
Two instructional aids to optimise processing and learning from instructional explanations.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 207, doi. 10.1007/s11251-013-9277-2
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- Publication type:
- Article
8
Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 159, doi. 10.1007/s11251-013-9275-4
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- Publication type:
- Article