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Direct linkJinju Lee; Jongchan Park; Dongsik Kim – Instructional Science: An International Journal of the Learning Sciences, 2024
This study investigates when and how awareness of knowledge gaps (AKG) manifests by observing the problem-solving phase of the educational approach known as problem-solving followed by instruction (PS-I). By comprehensively exploring cognitive and metacognitive process of learners during this phase and categorizing students' judgements of…
Descriptors: Knowledge Level, Problem Solving, Metacognition, Cognitive Ability
Gaoxia Zhu; Marlene Scardamalia; Raadiyah Nazeem; Zoe Donoahue; Leanne Ma; Zhixin Lai – Instructional Science: An International Journal of the Learning Sciences, 2024
Knowledge Building principles such as real ideas, authentic problems; epistemic agency; and collective responsibility for advancement of community knowledge convey ways in which Knowledge Building mirrors work in knowledge-creating communities. Previous studies suggest Metadiscourse--discourse about discourse--helps sustain and improve community…
Descriptors: Elementary School Students, Grade 2, Learning Processes, Psychological Patterns
Keru Li; Yanyan Li; Yansu Wang; Yunshan Chen; Wanqing Hu – Instructional Science: An International Journal of the Learning Sciences, 2025
The study examined the influence of feedback features on revision uptake in dialogic peer feedback activities, and the moderating effect of self-efficacy and prior knowledge on this relationship. Data were collected over a 10-week course at a comprehensive university in China, involving 29 students and resulting in 242 revision-oriented comments.…
Descriptors: Foreign Countries, College Students, Peer Evaluation, Feedback (Response)
Yu-Cin Jian; Leo Yuk Ting Cheung; Yi-Jye Wu; Fang-Ying Yang; Guo-Li Chiou – Instructional Science: An International Journal of the Learning Sciences, 2024
Computer-simulated experiments have been gaining popularity over hands-on experiments in science education, given the availability of technology and the trend of distance learning. Past studies have focused primarily on comparing the learning outcomes and user experiences of the two experiment modes. In this study, we used an eye tracker to…
Descriptors: Eye Movements, Experiential Learning, Computer Simulation, Science Experiments
Ashlyn Pierson; D. Teo Keifert; Bethany Daniel; Sarah Lee; Tessaly Jen; Adam Bell; Heather Johnson; Rachel Askew; Andrea Henrie – Instructional Science: An International Journal of the Learning Sciences, 2024
In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999-1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary…
Descriptors: Multilingualism, Second Language Learning, Faculty Development, Equal Education
Idit Adler; Laila Sarsour – Instructional Science: An International Journal of the Learning Sciences, 2024
Inquiry includes a broad spectrum of approaches, depending on students' responsibility over the process and the extent of the teacher's guidance. While numerous studies have examined students' achievements and engagement across different types of inquiry-based environments, analyses of teachers' guidance during the process are lacking. Therefore,…
Descriptors: Scaffolding (Teaching Technique), Inquiry, Active Learning, Guidance
