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Works matching IS 00204277 AND DT 2024 AND VI 52 AND IP 2

Results: 6

1

Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers' first- and second-order knowledge integration.

Published in:

Instructional Science, 2024, v. 52, n. 2, p. 249, doi. 10.1007/s11251-023-09655-3

By:

Lehmann, Thomas

Publication type:

Article

2

Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions.

Published in:

Instructional Science, 2024, v. 52, n. 2, p. 171, doi. 10.1007/s11251-023-09654-4

By:

Lee, Jinju;
Park, Jongchan;
Kim, Dongsik

Publication type:

Article

3

Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty.

Published in:

Instructional Science, 2024, v. 52, n. 2, p. 227, doi. 10.1007/s11251-023-09653-5

By:

Vogel, Olga;
Hunecke, Marcel

Publication type:

Article

4

Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?

Published in:

Instructional Science, 2024, v. 52, n. 2, p. 277, doi. 10.1007/s11251-023-09648-2

By:

Safadi, Rafi;
Hawa, Nadera

Publication type:

Article

5

Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building.

Published in:

Instructional Science, 2024, v. 52, n. 2, p. 207, doi. 10.1007/s11251-023-09645-5

By:

Yaari, Chen;
Hod, Yotam;
Sagy, Ornit

Publication type:

Article

6

Using productive failure to learn genetics in a game-based environment.

Published in:

Instructional Science, 2024, v. 52, n. 2, p. 309, doi. 10.1007/s11251-023-09644-6

By:

Cao, Lu;
Lai, Polly K.;
Yang, Hongzhi

Publication type:

Article