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Hill, Joanna – Educational Psychology in Practice, 2017
Counterfactual thinking refers to imaginative thoughts about what might have been ("if only" or "what if") which are intrinsically linked to self-conscious emotions (regret and guilt) and social judgements (blame). Research in adults suggests that the focus of these thoughts is influenced by order (temporal and causal). Little…
Descriptors: Children, Cognitive Processes, Imagination, Educational Psychology
Mintz, Keren; Tal, Tali – Environmental Education Research, 2018
This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a…
Descriptors: Course Content, Environmental Education, Higher Education, Teaching Methods
Muis, Krista R.; Trevors, Gregory; Duffy, Melissa; Ranellucci, John; Foy, Michael J. – Journal of Experimental Education, 2016
The purpose of this study was to empirically scrutinize Muis, Bendixen, and Haerle's (2006) Theory of Integrated Domains in Epistemology framework. Secondary, college, undergraduate, and graduate students completed self-reports designed to measure their domain-specific and domain-general epistemic beliefs for mathematics, psychology, and general…
Descriptors: College Students, Student Attitudes, Beliefs, Epistemology
Fazio, Claudio; Battaglia, Onofrio Rosario; Di Paola, Benedetto – Physical Review Special Topics - Physics Education Research, 2013
This paper describes a method aimed at pointing out the quality of the mental models undergraduate engineering students deploy when asked to create explanations for phenomena or processes and/or use a given model in the same context. Student responses to a specially designed written questionnaire are quantitatively analyzed using…
Descriptors: Undergraduate Students, Engineering Education, Science Instruction, Questionnaires
Stover, Sheri; Miura, Yoko – Journal on Excellence in College Teaching, 2015
This mixed-methods research study compared the level of community of inquiry (CoI) in online graduate classes that use web conferencing (WC) compared to those that do not. This study also investigated students' perceptions of Teaching Presence (TP), Social Presence (SP), and Cognitive Presence (CP). The authors found that students had…
Descriptors: Online Courses, Inquiry, Communities of Practice, Teleconferencing
Kramarski, Bracha; Friedman, Sheli – Journal of Educational Computing Research, 2014
The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based…
Descriptors: Metacognition, Prompting, Problem Solving, Mathematics Instruction
Huckabee, Jennifer Ellen – Online Submission, 2013
Due to the controversial nature of previous research it is unclear whether music has positive or negative effect on cognition. Previous studies tested different styles and tempos of music, and have found that songs with faster beats distract learning. There have been numerous studies and each study refutes another study. Research has been done on…
Descriptors: Reading Fluency, Grade 4, Elementary School Students, Music
Kelley, Todd; Brenner, Daniel C.; Pieper, Jon T. – National Center for Engineering and Technology Education, 2010
A comparative study was conducted to compare two approaches to engineering design curriculum between different schools (inter-school) and between two curricular approaches, "Project Lead the Way" (PLTW) and "Engineering Projects in Community Service" (EPIC High) (inter-curricular). The researchers collected curriculum…
Descriptors: Curriculum Guides, Protocol Analysis, Surveys, Engineering