Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Learning Processes | 3 |
Foreign Countries | 2 |
Grade 12 | 2 |
High School Students | 2 |
Science Instruction | 2 |
Self Concept | 2 |
Student Attitudes | 2 |
Achievement Gains | 1 |
Beliefs | 1 |
Bias | 1 |
Classroom Techniques | 1 |
More ▼ |
Source
Learning and Instruction | 3 |
Author
Berger, Roland | 1 |
Braten, Ivar | 1 |
Ferguson, Leila E. | 1 |
Goldberg, Tsafrir | 1 |
Hanze, Martin | 1 |
Porat, Dan | 1 |
Schwarz, Baruch B. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Reports - Evaluative | 1 |
Education Level
High Schools | 3 |
Grade 12 | 2 |
Elementary Secondary Education | 1 |
Grade 10 | 1 |
Secondary Education | 1 |
Audience
Location
Norway | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Ferguson, Leila E.; Braten, Ivar – Learning and Instruction, 2013
Using cluster-analysis in a sample of 65 Norwegian 10th graders, we identified subgroups characterized by relatively high levels of knowledge combined with relatively low beliefs in personal justification of knowledge claims, as well as subgroups characterized by the opposite pattern of knowledge and personal justification. Moreover, the high…
Descriptors: Knowledge Level, Profiles, Reading Comprehension, Grade 10
Goldberg, Tsafrir; Schwarz, Baruch B.; Porat, Dan – Learning and Instruction, 2008
This article investigates the effect of the vitality of historical issues in collective memory on students' history learning processes and products. Forty 12th grade students of different ethnic background participated in two historical problem-solving learning tasks. The historical issues were found to differ in their vitality in collective…
Descriptors: Ethnicity, Memory, Learning Processes, Grade 12
Hanze, Martin; Berger, Roland – Learning and Instruction, 2007
One hundred thirty-seven students in 12th grade physics classes participated in a quasi-experimental study comparing the jigsaw classroom method of cooperative instruction with traditional direct instruction. While no differences were found between the two conditions for physics achievement gains, the results revealed differences in students'…
Descriptors: Program Effectiveness, Teaching Methods, Physics, Learning Theories