Works matching IS 00204277 AND DT 2014 AND VI 42 AND IP 5

Results: 7

The relationship between students' preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model.

Published in:

Instructional Science, 2014, v. 42, n. 5, p. 817, doi. 10.1007/s11251-013-9308-z

By:

Clinton, Virginia

Publication type:

Article

Cognitive load in percentage change problems: unitary, pictorial, and equation approaches to instruction.

Published in:

Instructional Science, 2014, v. 42, n. 5, p. 685, doi. 10.1007/s11251-014-9309-6

By:

Ngu, Bing;
Yeung, Alexander;
Tobias, Stephen

Publication type:

Article

Support, belonging, motivation, and engagement in the college classroom: a mixed method study.

Published in:

Instructional Science, 2014, v. 42, n. 5, p. 661, doi. 10.1007/s11251-014-9310-0

By:

Zumbrunn, Sharon;
McKim, Courtney;
Buhs, Eric;
Hawley, Leslie

Publication type:

Article

Mathematics learning with multiple solution methods: effects of types of solutions and learners' activity.

Published in:

Instructional Science, 2014, v. 42, n. 5, p. 715, doi. 10.1007/s11251-014-9312-y

By:

Große, Cornelia

Publication type:

Article

Redesigning problem-based learning in the knowledge creation paradigm for school science learning.

Published in:

Instructional Science, 2014, v. 42, n. 5, p. 747, doi. 10.1007/s11251-014-9317-6

By:

Yeo, Jennifer;
Tan, Seng

Publication type:

Article

Student perceptions of facilitators' social congruence, use of expertise and cognitive congruence in problem-based learning.

Published in:

Instructional Science, 2014, v. 42, n. 5, p. 795, doi. 10.1007/s11251-013-9306-1

By:

Yew, Elaine;
Yong, Janice

Publication type:

Article

The effect of individual differences in the development of metacognitive strategy knowledge.

Published in:

Instructional Science, 2014, v. 42, n. 5, p. 777, doi. 10.1007/s11251-014-9314-9

By:

Karlen, Yves;
Merki, Katharina;
Ramseier, Erich

Publication type:

Article