NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Van Oostendorp, Herre; De Mul, Sjaak – Instructional Science, 1999
Describes a study of university students that examined the ability of people to learn a computer system by exploration and discusses the role of thinking aloud and reflection to obtain information about the goals of the user. Considers display-based, exploratory learning in relation to planning and problem solving. (Author/LRW)
Descriptors: Computers, Discovery Learning, Higher Education, Learning Processes
Peer reviewed Peer reviewed
De Vries, Erica; De Jong, Ton – Instructional Science, 1999
Reports on an empirical study that investigated the use of hypertext information systems during architectural design problem solving. Discusses theoretical notions on design problem solving, changing informational needs, and educational implications related to learning in complex domains. (Author/LRW)
Descriptors: Architecture, Computer Assisted Design, Hypermedia, Information Needs
Peer reviewed Peer reviewed
Dijkstra, S. – Instructional Science, 1988
Discusses the role of instructional design in the development of learning theory. Topics discussed include the acquisition of knowledge and skills; models of teaching; the teaching and acquisition of concepts; influences on retention; and the integration of procedures, principles, and concepts for solving problems. (20 references) (LRW)
Descriptors: Cognitive Development, Concept Formation, Instructional Design, Learning Processes
Peer reviewed Peer reviewed
Peat, D.; And Others – Instructional Science, 1989
Describes an instructional model, Strategies Program for Effective Learning/Thinking (SPELT), that was developed to translate cognitive psychological theory and research into a practical instructional program. The extent to which SPELT conforms to current instructional design principles is examined, and macro versus micro instructional sequencing…
Descriptors: Cognitive Psychology, Elementary Secondary Education, Instructional Design, Learning Processes
Peer reviewed Peer reviewed
Gourgey, Annette F. – Instructional Science, 1998
Describes self-regulatory processes that promote achievement in the basic skills of reading (clarifying purpose, understanding meanings, drawing inferences, looking for relationships, reformulating text) and mathematical problem solving (clarifying problem goals, understanding concepts, applying knowledge, monitoring progress). Experiences in…
Descriptors: Academic Achievement, Basic Skills, Higher Education, Learning Processes
Peer reviewed Peer reviewed
De Leeuw, Leendert – Instructional Science, 1983
Characterizes typical training programs on "learning to think," outlines past research, and lists criteria for an aptitude-treatment interaction (ATI) study of the relationship between tasks, training methods, and student attributes. Details are given of two computerized experiments examining the different effects of algorithmic and…
Descriptors: Academic Aptitude, Achievement, Algorithms, Aptitude Treatment Interaction
Peer reviewed Peer reviewed
Peled, Zimra; Wittrock, M. C. – Instructional Science, 1990
Discusses how students generate meanings for mathematical word problems, develops a generative predicational model to account for students' comprehension of word problems, and describes an empirical study of Israeli sixth graders that was designed to test the model. Talk aloud protocols of the students are analyzed, and hypotheses tested are…
Descriptors: Coherence, Comprehension, Difficulty Level, Elementary Education
Peer reviewed Peer reviewed
Jelsma, Otto; And Others – Instructional Science, 1990
Presents a detailed description of an instructional design model called ADAPT (Apply Delayed Automatization for Positive Transfer), which offers guidelines for the development of instructional systems that offer transfer of learned skills. The cognitive architecture is described, the process of skill acquisition is discussed, and two illustrative…
Descriptors: Cognitive Psychology, Cognitive Structures, Guidelines, Instructional Design