Connected design rationale: a model for measuring design learning using epistemic network analysis.
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- Instructional Science, 2021, v. 49, n. 4, p. 561, doi. 10.1007/s11251-021-09551-8
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- Article
Works matching IS 00204277 AND DT 2021 AND VI 49 AND IP 4
Results: 6
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Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability.
- Published in:
- Instructional Science, 2021, v. 49, n. 4, p. 441, doi. 10.1007/s11251-021-09550-9
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- Publication type:
- Article
3
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study.
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- Instructional Science, 2021, v. 49, n. 4, p. 475, doi. 10.1007/s11251-021-09547-4
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- Article
4
The effect of worked examples on student learning and error anticipation in algebra.
- Published in:
- Instructional Science, 2021, v. 49, n. 4, p. 419, doi. 10.1007/s11251-021-09545-6
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- Publication type:
- Article
5
When learning from animations is more successful than learning from static pictures: learning the specifics of change.
- Published in:
- Instructional Science, 2021, v. 49, n. 4, p. 497, doi. 10.1007/s11251-021-09541-w
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- Publication type:
- Article
6
Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education.
- Published in:
- Instructional Science, 2021, v. 49, n. 4, p. 515, doi. 10.1007/s11251-021-09548-3
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- Publication type:
- Article