Showing papers in "Learning and Instruction in 1998"

TL;DR: In this paper, the authors define the notion of context and examine its value for research and development of educational praxes and argue that context should be conceived of dynamically, i.e. in terms of context-making (contextualizing).

TL;DR: This article applied sociolinguistic and rhetorical concepts to the analysis of argumentation in a lesson conducted in an urban middle school classroom and found that the teacher was able to orchestrate discussion by recruiting attention and participation from her class, aligning students with argumentative positions through reported speech, highlighting positions through repetition, and pointing out important aspects of their arguments through expansion.

TL;DR: In this article, a questionnaire based on students' conceptions of mathematics was developed, which investigated students' approaches to learning mathematics and their mathematical experiences were issued to students at the beginning of the year and after one semester.

TL;DR: This article found that children's knowledge of counting and addition facilitated their acquisition of a concept that is not taught in school, the Successor Principle, that every natural number has a successor.

TL;DR: In this paper, the authors focused on the study practices of advanced medical students, and on how these are related to study success, and concluded that dissonant study orchestrations may develop because of the mismatch between the demands of the learning environment and students' personal goals.

TL;DR: Students in constructivist learning environments should beware of being led into a technological promised land that redefines the nature of constructionist learning environments, says this work.

TL;DR: In this article, the authors worked with a computer simulation (on the physics domain of oscillation) in which two supportive measures were used: model progression (gradually increasing the simulation model in complexity) and assignments (small exercises).

TL;DR: In this article, a person-oriented approach was used to investigate what types of achievement strategy people apply in university environments, and how these are associated with their academic achievement, related satisfaction and personal well-being.

TL;DR: This paper presented a word problem with three answer alternatives: adding the denominators and numerators separately, transforming fractions into decimals before adding them, and the standard, most appropriate solution.

TL;DR: A longitudinal study of the influence of education on the children's ability to define and explain astronomical concepts (equator, axis, orbit, day/night cycle and seasonal changes) was carried out as mentioned in this paper.

TL;DR: This paper used hierarchical linear modelling analysis to assess the long-term benefit of training in an elaborated keyword technique, with students in both the experimental and control groups being tested on four occasions, and found that the keyword-trained students maintained a significant and substantial advantage in recall of word definitions over control students on each occasion.

TL;DR: This paper examined the conceptions of knowledge and beliefs of Singaporean and American students and their teachers to investigate whether differences existed across these diverse cultures and whether the epistemological frameworks for those individuals populating the same educational communities were similar or different.

TL;DR: This article investigated the additive, beneficial effect of regulatory activities on top of verbal, numerical, and diagrammatic intelligence in the prediction of academic performance about 500 freshmen of different study domains participated in this research The findings supported both the mixed and the independency model of the relationship between intelligence and metacognitive skills.

TL;DR: Two experiments have examined how system components have advanced children's understanding that multiplication problems can have many different correct solutions.

TL;DR: In this paper, four strategies, clarifying, questioning, summarizing, and predicting, were trained through direct instruction and reciprocal teaching in reading and listening settings for children with decoding and reading comprehension problems.

TL;DR: In this article, the significance of inter-and intraindividual differences in the development of two domains: memory performance and academic achievement was underlined based on an analysis of the majority of current theories of cognitive development.

TL;DR: In this paper, a classification of instructional learning episodes is presented as an instrument to facilitate reflective theory and strategy change in professionals, and the potential use of the instrument as a tool in teacher training and further research is discussed.

TL;DR: In this article, the influence of multiple learning contexts and problem solving guidance on the acquisition of applicable knowledge and subjective learning outcomes in complex learning was investigated using a 2 × 2 factorial design, and 60 economics students from a vocational school were confronted with one of four conditions when learning with a computer-based simulation of a company.

TL;DR: In this paper, the development and promotion of self-regulatory strategies for comprehending and learning from text in primary school children (9 years old) using cooperative learning was analyzed.

TL;DR: In this article, different aspects of personalization in historical descriptions and explanations are focused on. And it is argued that personalization is a central theme in the common sense concept of history. And the tendency of students to transform structural explanations into the kind of explanation where the actions or needs of the people constitute the explanans.

TL;DR: This article studied the interplay between social and developmental processes in children's mathematics learning and found that players were frequently involved with jointly structuring arithmetical problems involving base-10 blocks.

TL;DR: This paper investigated the effect of four different instructional formats on learning outcomes and strategies used when dealing with spatial tasks such as assembly procedures and found that working from physical models caused least extraneous cognitive load compared to the isometric and orthographic groups.

TL;DR: The authors investigated the role played on shallow and deep levels of comprehension by textual changes that are aimed at improving the relationships within text ideas, and producing better links between text ideas and the reader's knowledge.

TL;DR: This paper explores the implications of three concepts from cognitive science, learning (and induction), analogy, and capacity, which provide a natural basis for capacity limitations and specifies changes in representations over age that explain phenomena previously thought to be stage-related.

TL;DR: In this paper, a general model about the dynamic organization and development of mind is presented, and the implications of this model for learning and instruction are drawn. But this model is restricted to the case of learning and education.

TL;DR: In this article, a re-analysis of data on the understanding of proportionality developed outside of school, in buying and selling activities, is presented, where procedures to solve proportionality problems in specific contexts later develop as general and flexible approaches to solve problems in different contexts, by taking into account situational aspects, individual reasoning processes, and logico-mathematical understanding.

TL;DR: In this article, the authors focus on the activities of two students in grade eight and nine in a Swedish secondary comprehensive school, and their interactions with peers, the teacher and the artifacts of science.

TL;DR: The Cognitive Training for Children (CTC) was designed by Klauer to teach children thinking strategies that would increase their inductive reasoning as discussed by the authors, and seventeen studies designed to evaluate the effectiveness of the CTC.