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Results: 76-100/192
Authors:
MERRILL MD
Citation: Md. Merrill, ID EXPERT(TM) - A 2ND-GENERATION INSTRUCTIONAL-DEVELOPMENT SYSTEM, Instructional science, 26(3-4), 1998, pp. 243-262
Authors:
MURRAY T
Citation: T. Murray, AUTHORING INSTRUCTIONAL EXPERTISE IN KNOWLEDGE-BASED TUTORS, Instructional science, 26(3-4), 1998, pp. 263-280
Authors:
ELEN J
Citation: J. Elen, AUTOMATING ID - THE IMPACT OF THEORETICAL KNOWLEDGE BASES AND REFERENT SYSTEMS, Instructional science, 26(3-4), 1998, pp. 281-297
Authors:
WASSON B
Citation: B. Wasson, FACILITATING DYNAMIC PEDAGOGICAL DECISION-MAKING - PEPE AND GTE, Instructional science, 26(3-4), 1998, pp. 299-316
Authors:
VASSILEVA J
Citation: J. Vassileva, DCG PLUS GTE - DYNAMIC COURSEWARE GENERATION WITH TEACHING EXPERTISE, Instructional science, 26(3-4), 1998, pp. 317-332
Authors:
VANMARCKE K
Citation: K. Vanmarcke, CONCLUDING REMARKS, Instructional science, 26(3-4), 1998, pp. 333-336
Authors:
HARTMAN HJ
Citation: Hj. Hartman, METACOGNITION IN TEACHING AND LEARNING - AN INTRODUCTION, Instructional science, 26(1-2), 1998, pp. 1-3
Authors:
ARTZT AF
ARMOURTHOMAS E
Citation: Af. Artzt et E. Armourthomas, MATHEMATICS TEACHING AS PROBLEM-SOLVING - A FRAMEWORK FOR STUDYING TEACHER METACOGNITION UNDERLYING INSTRUCTIONAL PRACTICE IN MATHEMATICS, Instructional science, 26(1-2), 1998, pp. 5-25
Authors:
WOLTERS CA
PINTRICH PR
Citation: Ca. Wolters et Pr. Pintrich, CONTEXTUAL DIFFERENCES IN STUDENT MOTIVATION AND SELF-REGULATED LEARNING IN MATHEMATICS, ENGLISH, AND SOCIAL-STUDIES CLASSROOMS, Instructional science, 26(1-2), 1998, pp. 27-47
Authors:
MAYER RE
Citation: Re. Mayer, COGNITIVE, METACOGNITIVE, AND MOTIVATIONAL ASPECTS OF PROBLEM-SOLVING, Instructional science, 26(1-2), 1998, pp. 49-63
Authors:
EVERSON HT
TOBIAS S
Citation: Ht. Everson et S. Tobias, THE ABILITY TO ESTIMATE KNOWLEDGE AND PERFORMANCE IN COLLEGE - A METACOGNITIVE ANALYSIS, Instructional science, 26(1-2), 1998, pp. 65-79
Authors:
GOURGEY AF
Citation: Af. Gourgey, METACOGNITION IN BASIC SKILLS INSTRUCTION, Instructional science, 26(1-2), 1998, pp. 81-96
Authors:
CARRELL PL
GAJDUSEK L
WISE T
Citation: Pl. Carrell et al., METACOGNITION AND EFL ESL READING, Instructional science, 26(1-2), 1998, pp. 97-112
Authors:
SCHRAW G
Citation: G. Schraw, PROMOTING GENERAL METACOGNITIVE AWARENESS, Instructional science, 26(1-2), 1998, pp. 113-125
Authors:
STERNBERG RJ
Citation: Rj. Sternberg, METACOGNITION, ABILITIES, AND DEVELOPING EXPERTISE - WHAT MAKES AN EXPERT STUDENT, Instructional science, 26(1-2), 1998, pp. 127-140
Authors:
HMELO CE
GOTTERER GS
BRANSFORD JD
Citation: Ce. Hmelo et al., A THEORY-DRIVEN APPROACH TO ASSESSING THE COGNITIVE EFFECTS OF PBL, Instructional science, 25(6), 1997, pp. 387-408
Authors:
GUGERTY L
Citation: L. Gugerty, NONDIAGNOSTIC INTELLIGENT TUTORING SYSTEMS - TEACHING WITHOUT STUDENTMODELS, Instructional science, 25(6), 1997, pp. 409-432
Authors:
COLLIS B
SMITH C
Citation: B. Collis et C. Smith, DESK-TOP MULTIMEDIA ENVIRONMENTS TO SUPPORT COLLABORATIVE DISTANCE LEARNING, Instructional science, 25(6), 1997, pp. 433-462
Authors:
VANJOOLINGEN WR
DEJONG T
Citation: Wr. Vanjoolingen et T. Dejong, AN EXTENDED DUAL SEARCH SPACE MODEL OF SCIENTIFIC DISCOVERY LEARNING, Instructional science, 25(5), 1997, pp. 307-346
Authors:
BENCHAIM D
ZOLLER U
Citation: D. Benchaim et U. Zoller, EXAMINATION-TYPE PREFERENCES OF SECONDARY-SCHOOL STUDENTS AND THEIR TEACHERS IN THE SCIENCE DISCIPLINES, Instructional science, 25(5), 1997, pp. 347-367
Authors:
WESTON C
LEMAISTRE C
MCALPINE L
BORDONARO T
Citation: C. Weston et al., THE INFLUENCE OF PARTICIPANTS IN FORMATIVE EVALUATION ON THE IMPROVEMENT OF LEARNING FROM WRITTEN INSTRUCTIONAL-MATERIALS, Instructional science, 25(5), 1997, pp. 369-386
Authors:
IDING MK
Citation: Mk. Iding, HOW ANALOGIES FOSTER LEARNING FROM SCIENCE TEXTS, Instructional science, 25(4), 1997, pp. 233-253
Authors:
LEGENDRE MF
Citation: Mf. Legendre, TASK-ANALYSIS AND VALIDATION FOR A QUALITATIVE, EXPLORATORY CURRICULUM IN FORCE AND MOTION, Instructional science, 25(4), 1997, pp. 255-305
Authors:
HANNAFIN MJ
LAND SM
Citation: Mj. Hannafin et Sm. Land, THE FOUNDATIONS AND ASSUMPTIONS OF TECHNOLOGY-ENHANCED STUDENT-CENTERED LEARNING ENVIRONMENTS, Instructional science, 25(3), 1997, pp. 167-202
Authors:
BLANCO R
NIAZ M
Citation: R. Blanco et M. Niaz, EPISTEMOLOGICAL BELIEFS OF STUDENTS AND TEACHERS ABOUT THE NATURE OF SCIENCE - FROM BACONIAN INDUCTIVE ASCENT TO THE IRRELEVANCE OF SCIENTIFIC LAWS, Instructional science, 25(3), 1997, pp. 203-231