In order to make informed instructional decisions, teachers need psychological knowledge about relational categories. We conducted two 2 x 2 experiments to examine effective designs for learning relational categories in the context of teacher education. In both experiments, a blocked compared to an interleaved example format was more beneficial…

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…

Creating concept maps is considered to be a powerful means for learning. It requires students to systematically organize and integrate their knowledge, which can foster meaningful learning. However, students scarcely spontaneously engage in the (meta)cognitive processes necessary for effective knowledge integration, such as reflection, which can…

Multiple document comprehension and knowledge integration across domains are particularly important for pre-service teachers, as integrated professional knowledge forms the basis for teaching expertise and competence. This study examines the effects of instructional prompts and relevance prompts embedded in pre-service teachers' learning processes…

Adaptive action-related reactions to errors, i.e. (meta-)cognitive processes and behaviours directly aimed at overcoming an error, have been proposed to benefit learning outcomes. However, causally interpretable findings are sparse in the current literature. Addressing this research deficit, the present study aimed at investigating whether…

Background: Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive…

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB--the focus of this…

This article presents the results of a multi-site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The…

The article explores the importance of university students' knowledge of the world as an essential prerequisite for facing digital, ecological and human transitions. A study of 50 third-year students of primary education sciences investigates (a) familiarity with reflection during learning; (b) the influence of artificial intelligence in the…

This article highlights data collected using the leadership learning framework as learning content for an undergraduate class and a reflective tool for students to self-identify ways leadership learning occurred. In this research study, 32 undergraduate students self-identified what aspects of the leadership framework were the most salient for…

Helping students gradually develop collective knowledge is critical but generally faces great challenges. Employing a quasi-experimental design, this study investigated the impacts and mechanisms of analytics-supported reflective assessment on the collective knowledge advancement of undergraduates. The experimental group (n = 55) engaged in…

Technology has become increasingly prevalent in the field of education. Alongside the growing presence of technology in educational environments, the importance of learning with multimedia tools has also increased. It is believed that individuals need to be aware of how to learn most effectively in these environments for effective learning to take…

Self-regulated learning (SRL) encompasses cognitive, metacognitive, and motivational learning strategies and is highly relevant for academic achievement. Although students have mostly acquired high-level SRL strategy knowledge by the time they reach college, they often show deficiencies in their application of SRL strategies. In order to…

This study examines the emotional experiences of preservice teachers within the context of a mindfulness intervention. With a collective instrumental case study design, my focus was highly descriptive. I ask: how do preservice teachers experience emotions around learning to teach? And, how do preservice teachers use mindfulness to frame their…

When learning from texts, it is not only important that learners remember and comprehend the content, but also that they monitor and accurately judge their memory and comprehension so as to efficiently regulate their learning. In the present experiment with 51 university students, we investigated to what extent headings within texts promote these…