The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…

In this paper, we examine the student group discussion processes in a scenario-based assessment of engineering professional skills called Engineering Professional Skills Assessment (EPSA). In the assessment, the students were evaluated through a discussion on a scenario related to an engineering problem with no clear-cut solution. We applied…

Most students enter their first university physics course with a system of beliefs and intuitions which are often inconsistent with the Newtonian frame of reference. This article presents an experiment of collaborative learning aiming at helping first-year students in an engineering programme to transition from their naïve intuition about dynamics…

Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers' classes in nine primary schools in Brisbane,…

Included herein is the conference proceedings of the 27th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2013 was: The Science of Learning. The Conference featured a keynote address by Victor Benassi, Ph.D.…