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Works matching IS 00204277 AND DT 2020 AND VI 48 AND IP 1

Results: 4

1

Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load.

Published in:

Instructional Science, 2020, v. 48, n. 1, p. 45, doi. 10.1007/s11251-020-09502-9

By:

Klepsch, Melina;
Seufert, Tina

Publication type:

Article

2

The effect of team learning behaviours and team mental models on teacher team performance.

Published in:

Instructional Science, 2020, v. 48, n. 1, p. 1, doi. 10.1007/s11251-019-09500-6

By:

Widmann, Andreas;
Mulder, Regina H.

Publication type:

Article

3

This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed.

Published in:

Instructional Science, 2020, v. 48, n. 1, p. 23, doi. 10.1007/s11251-019-09501-5

By:

Fyfe, Emily R.;
Brown, Sarah A.

Publication type:

Article

4

Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities.

Published in:

Instructional Science, 2020, v. 48, n. 1, p. 79, doi. 10.1007/s11251-020-09503-8

By:

Wu, Pai-Hsing;
Wu, Hsin-Kai

Publication type:

Article