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Direct linkCandice C. Morey; Angela M. AuBuchon; Meg Attwood; Thomas Castelain; Nelson Cowan; Davide Crepaldi; Emilie Fjerdingstad; Eivor Fredriksen; Chris Jarrold; Chris Koch; Jaroslaw R. Lelonkiewicz; Gary Lupyan; Whitney Mendenhall; David Moreau; Christina Schonberg; Christian K. Tamnes; Haley Vlach; Emily M. Elliott – Journal of Cognition and Development, 2025
Though verbal rehearsal is a frequently endorsed strategy for remembering short lists among adults, there is ambiguity around when children deploy it, and what circumstantial factors encourage them to rehearse. We recoded data from a recent multilab replication of a serial picture memory task in which children were observed for evidence of…
Descriptors: Elementary School Students, Recall (Psychology), Learning Processes, Priming
Kexin Qin; Yehui Wang – European Journal of Psychology of Education, 2025
Homework is a self-regulated activity that constitutes a large proportion of learning time. In mathematics, how long is the optimal homework time for achievement development and how to improve homework time efficiency have long been questions. The study examined how mathematics homework time was related to mathematics achievement among Chinese…
Descriptors: Mathematics Achievement, Homework, Guidance, Metacognition
Morón-Monge, Hortensia; García-Carmona, Antonio – International Journal of Science Education, 2022
A qualitative study was made of how the learning-to-learn competence is favoured in prospective primary teachers when they participate in an experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and (ii) reflect…
Descriptors: Preservice Teachers, Primary Education, Learning Strategies, Learning Processes
Dong, Xiaoxiao; Liu, Yan; Lu, Hui Jing – Metacognition and Learning, 2022
The storage of information in external tools (e.g., notebook, cellphone) has become increasingly common. Some researchers have defined this behavior as cognitive offloading, which is a type of learning strategy. Studies have indicated that as age increases, children become increasingly capable of calibrating their learning strategies according to…
Descriptors: Metacognition, Cognitive Ability, Age Differences, Cues
De-Chih Lee; Ching-Yi Chang – Education and Information Technologies, 2025
During the digital age, self-directed learning has emerged as an effective teaching strategy in designing class activities within the educational sphere, prompting an investigation into its impact on the effectiveness of instruction in the K-12 context. This article presents a meta-analysis aimed at examining the efficacy of self-directed learning…
Descriptors: Elementary School Students, Secondary School Students, Independent Study, Active Learning
Download full textKhairunnisak, Cut; Johar, Rahmah; Yuhasriati; Zubainur, Cut Morina; Suhartati; Sasalia, Putri – Mathematics Teaching Research Journal, 2021
The mathematical representation ability is essential in solving mathematical problems, especially in algebraic expressions problems. Therefore, it is crucial to have a valid design of learning activities to support students' mathematical representation ability. Several previous studies claimed that realistic mathematics education is one of the…
Descriptors: Learning Processes, Learning Strategies, Algebra, Mathematics Skills
Kuan-Fu Chen; Gwo-Jen Hwang; Mei-Rong Alice Chen – Educational Technology Research and Development, 2024
Many studies have incorporated concept maps into digital games to enable learners to make connections between subject concepts in the game. However, most learners do not associate spontaneously with the thematic concepts in the game but need to be facilitated by effective scaffolding mechanisms to reconceptualize the learning process and content.…
Descriptors: Concept Mapping, Game Based Learning, Learning Strategies, Grade 7
Anna Jakobsson; Jenny Loberg; Maria Kjörk – International Journal of Science Education, 2024
Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom…
Descriptors: Foreign Countries, Elementary School Students, Science Instruction, Recall (Psychology)
Reyhan Tekin-Sitrava; Mine Isiksal-Bostan; Emine Çatman-Aksoy – Mathematics Teacher Education and Development, 2023
The aim of the study reported in this article was to reveal how instruction, enriched with reasoning about students' thought processes and strategies, regulates prospective teacher's noticing skills in the context of whole number multiplication. In addition, the study examined the evidence of the prospective teacher's (Matt) knowledge that…
Descriptors: Multiplication, Mathematics Instruction, Thinking Skills, Teacher Student Relationship
Romero, Margarida; Barma, Sylvie – Canadian Journal of Learning and Technology, 2022
Problem-solving activities have been studied from a diversity of epistemological perspectives. In problem-solving activities, the initial tensions of a problematic situation led to a cognitive dissonance between conflicting motives and instruments to reach the activity goal. We analyze problem-solving in the continuation of Sannino and Laitinen's…
Descriptors: Problem Solving, Stimuli, Stimulation, Decision Making
Meishar-Tal, Hagit; Kesler, Avital – Interactive Learning Environments, 2023
This study describes an action research study conducted by a teacher who used a digital game generator as a tool to develop thinking skills among primary school students with learning difficulties. Ten 4th-grade students participated in the programme. The students met with the teacher twice a week for six months. The meetings included creating…
Descriptors: Elementary School Students, Grade 4, Learning Problems, Computer Games
Goñi-Cervera, J.; Cañadas, M. C.; Polo-Blanco, I. – ZDM: Mathematics Education, 2022
Generalisation is a skill that enables learners to acquire knowledge in general, and mathematical knowledge in particular. It is a core aspect of algebraic thinking and, in particular, of functional thinking, as a type of algebraic thinking. Introducing primary school children to functional thinking fosters their ability to generalise, explain and…
Descriptors: Generalization, Autism Spectrum Disorders, Elementary School Students, Algebra
Cheryl A. Mosley – ProQuest LLC, 2022
This qualitative study explored the experience of third through fifth grade teachers that use kinesthetic learning strategies (KLS) in the classroom and their perception of the student learning process. Most studies on kinesthetic learning have been student-centered, and research to examine the perspective of teachers expands our understanding of…
Descriptors: Learning Strategies, Kinesthetic Methods, Grade 3, Grade 4
Wadham, Bridget; Pearce, Emily; Hunter, Jodie – Mathematics Education Research Group of Australasia, 2023
In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and…
Descriptors: Algebra, Mathematics Instruction, Multiplication, Learning Processes
Yigletu, Ayanaw; Michael, Kassa; Atnafu, Mulugeta – Cogent Education, 2023
The purpose of this study was to determine the extent to which professional development on assessment for learning improves pre-service teachers' self-regulated learning. Helping students develop self-regulation abilities in learning and assessment remains difficult due to the widespread culture of summative assessment in teacher education. A…
Descriptors: Preservice Teachers, Teacher Education Programs, Elementary School Teachers, Mathematics Teachers
