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Results: 1-25/192
Authors:
Chan, CKK
Citation: Ckk. Chan, Peer collaboration and discourse patterns in learning from incompatible information, INSTR SCI, 29(6), 2001, pp. 443-479
Authors:
Kumpulainen, K
Salovaara, H
Mutanen, M
Citation: K. Kumpulainen et al., The nature of students' sociocognitive activity in handling and processingmultimedia-based science material in a small group learning task, INSTR SCI, 29(6), 2001, pp. 481-515
Authors:
Dijkstra, S
Citation: S. Dijkstra, Untitled - Preface, INSTR SCI, 29(4-5), 2001, pp. 273-274
Authors:
Dijkstra, S
Citation: S. Dijkstra, The design space for solving instructional-design problems, INSTR SCI, 29(4-5), 2001, pp. 275-290
Authors:
Merrill, MD
Citation: Md. Merrill, Components of instruction toward a theoretical tool for instructional design, INSTR SCI, 29(4-5), 2001, pp. 291-310
Authors:
Scandura, JM
Citation: Jm. Scandura, Structural learning theory: Current status and new perspectives, INSTR SCI, 29(4-5), 2001, pp. 311-336
Authors:
Kuyper, M
De Hoog, R
De Jong, T
Citation: M. Kuyper et al., Modeling and supporting the authoring process of multimedia simulation based educational software: A knowledge engineering approach, INSTR SCI, 29(4-5), 2001, pp. 337-359
Authors:
Achtenhagen, F
Citation: F. Achtenhagen, Criteria for the development of complex teaching-learning environments, INSTR SCI, 29(4-5), 2001, pp. 361-380
Authors:
Spector, JM
Citation: Jm. Spector, Philosophical implications for the design of instruction, INSTR SCI, 29(4-5), 2001, pp. 381-402
Authors:
Seel, NM
Citation: Nm. Seel, Epistemology, situated cognition, and mental models: 'Like a bridge over troubled water', INSTR SCI, 29(4-5), 2001, pp. 403-427
Authors:
Van Merrienboer, JJG
Kirschner, PA
Citation: Jjg. Van Merrienboer et Pa. Kirschner, Three worlds of instructional design: State of the art and future directions, INSTR SCI, 29(4-5), 2001, pp. 429-441
Authors:
Hoz, R
Bowman, D
Kozminsky, E
Citation: R. Hoz et al., The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences, INSTR SCI, 29(3), 2001, pp. 187-211
Authors:
Schoultz, J
Saljo, R
Wyndhamn, J
Citation: J. Schoultz et al., Conceptual knowledge in talk and text: What does it take to understand a science question?, INSTR SCI, 29(3), 2001, pp. 213-236
Authors:
Smith, PJ
Citation: Pj. Smith, Technology student learning preferences and the design of flexible learning programs, INSTR SCI, 29(3), 2001, pp. 237-254
Authors:
Slotte, V
Lonka, K
Lindblom-Ylanne, S
Citation: V. Slotte et al., Study-strategy use in learning from text. Does gender make any difference?, INSTR SCI, 29(3), 2001, pp. 255-272
Authors:
Collis, B
Peters, O
Pals, N
Citation: B. Collis et al., A model for predicting the educational use of information and communication technologies, INSTR SCI, 29(2), 2001, pp. 95-125
Authors:
Marttunen, M
Laurinen, L
Citation: M. Marttunen et L. Laurinen, Learning of argumentation skills in networked and face-to-face environments, INSTR SCI, 29(2), 2001, pp. 127-153
Authors:
Lajoie, SP
Lavigne, NC
Guerrera, C
Munsie, SD
Citation: Sp. Lajoie et al., Constructing knowledge in the context of BioWorld, INSTR SCI, 29(2), 2001, pp. 155-186
Authors:
Anderson, T
Howe, C
Soden, R
Halliday, J
Low, J
Citation: T. Anderson et al., Peer interaction and the learning of critical thinking skills in further education students, INSTR SCI, 29(1), 2001, pp. 1-32
Authors:
De Grave, WS
Schmidt, HG
Boshuizen, HPA
Citation: Ws. De Grave et al., Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students, INSTR SCI, 29(1), 2001, pp. 33-44
Authors:
Harrison, AG
Treagust, DF
Citation: Ag. Harrison et Df. Treagust, Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry, INSTR SCI, 29(1), 2001, pp. 45-85
Authors:
Hativa, N
Citation: N. Hativa, Teacher thinking, beliefs, and knowledge in higher education: An introduction, INSTR SCI, 28(5-6), 2000, pp. 331-334
Authors:
Entwistle, N
Walker, P
Citation: N. Entwistle et P. Walker, Strategic alertness and expanded awareness within sophisticated conceptions of teaching, INSTR SCI, 28(5-6), 2000, pp. 335-361
Authors:
McAlpine, L
Weston, C
Citation: L. Mcalpine et C. Weston, Reflection: Issues related to improving professors' teaching and students'learning, INSTR SCI, 28(5-6), 2000, pp. 363-385
Authors:
Martin, E
Prosser, M
Trigwell, K
Ramsden, P
Benjamin, J
Citation: E. Martin et al., What university teachers teach and how they teach it, INSTR SCI, 28(5-6), 2000, pp. 387-412