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Works matching IS 00204277 AND DT 2021 AND VI 49 AND IP 5

Results: 6

1

Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts.

Published in:

Instructional Science, 2021, v. 49, n. 5, p. 687, doi. 10.1007/s11251-021-09558-1

By:

Iiskala, Tuike;
Volet, Simone;
Jones, Cheryl;
Koretsky, Milo;
Vauras, Marja

Publication type:

Article

2

Uncertain instruction: effects on curiosity, learning, and transfer.

Published in:

Instructional Science, 2021, v. 49, n. 5, p. 661, doi. 10.1007/s11251-021-09557-2

By:

Lamnina, Marianna;
Chase, Catherine C.

Publication type:

Article

3

Scrum methodology in context-based secondary chemistry classes: effects on students' achievement and on students' perceptions of affective and metacognitive dimensions of their learning.

Published in:

Instructional Science, 2021, v. 49, n. 5, p. 719, doi. 10.1007/s11251-021-09554-5

By:

Vogelzang, Johannes;
Admiraal, Wilfried F.;
van Driel, Jan H.

Publication type:

Article

4

Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?

Published in:

Instructional Science, 2021, v. 49, n. 5, p. 607, doi. 10.1007/s11251-021-09552-7

By:

Krebs, Marie-Christin;
Schüler, Anne;
Scheiter, Katharina

Publication type:

Article

5

Filling in the gaps: observing gestures conveying additional information can compensate for missing verbal content.

Published in:

Instructional Science, 2021, v. 49, n. 5, p. 637, doi. 10.1007/s11251-021-09549-2

By:

Dargue, Nicole;
Phillips, Megan;
Sweller, Naomi

Publication type:

Article

6

Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking.

Published in:

Instructional Science, 2021, v. 49, n. 5, p. 589, doi. 10.1007/s11251-021-09542-9

By:

Dirkx, K. J. H.;
Skuballa, I.;
Manastirean-Zijlstra, C. S.;
Jarodzka, H.

Publication type:

Article