Register | Log in | FAQ      [?] 

Instructional Science

Articles from the last few issues of Instructional Science © Springer
  • An integrative perceptual approach for teaching Chinese characters
    Instructional Science, Vol. 35, No. 5. (September 2007), pp. 375-406.
    by Tse, Shek Kam, Marton, Ference, Ki, Wing Wah, Loh, Elizabeth K Yee
  • Understanding and applying the dynamics of test practice and study practice
    Instructional Science, Vol. 35, No. 5. (September 2007), pp. 407-441.
    by Pavlik, Philip
  • Pedagogical practices: examining preservice teachers perceptions of their abilities
    Instructional Science, Vol. 35, No. 5. (September 2007), pp. 443-465.
    by Edwards, Maeghan, Higley, Kelli, Zeruth, Jill, Murphy,
  • Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?
    Instructional Science, Vol. 35, No. 3. (May 2007), pp. 187-205.
    by Lang, Jonas, Kersting, Martin
  • Reframing research on learning with technology: in search of the meaning of cognitive tools
    Instructional Science, Vol. 35, No. 3. (May 2007), pp. 207-256.
    by Kim, Beaumie, Reeves, Thomas
    posted by 1 person pdessus
  • Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher
    Instructional Science, Vol. 35, No. 3. (May 2007), pp. 257-286.
    by Laat, Maarten, Lally, Vic, Lipponen, Lasse, Simons, Robert-Jan
  • Heuristic literacy development and its relation to mathematical achievements of middle school students
    Instructional Science, Vol. 35, No. 2. (March 2007), pp. 99-139.
    by Koichu, Boris, Berman, Abraham, Moore, Michael
  • Review of computer mediated communication research for education
    Instructional Science, Vol. 35, No. 2. (March 2007), pp. 141-185.
    by Luppicini, Rocci
  • Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum
    Instructional Science (January 2006), pp. 1-40.
    by Khe F Hew, Dennis Knapczyk
    posted by 2 people Mike_Malloch aditomo
  • The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment
    Instructional Science, Vol. 35, No. 1. (January 2007), pp. 41-72.
    by Simons, Krista, Klein, James
  • Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction
    Instructional Science, Vol. 35, No. 1. (January 2007), pp. 73-98.
    by Saab, Nadira, Joolingen, Wouter, Hout-Wolters, Bernadette
  • Interaction and cognitive engagement: An analysis of four asynchronous online discussions
    Instructional Science, Vol. 34, No. 6. (November 2006), pp. 451-480.
    by Zhu, Erping
    posted by 1 person aditomo
  • Content analysis of online discussion on a senior-high-school discussion forum of a virtual physics laboratory
    Instructional Science, Vol. 34, No. 4. (July 2006), pp. 279-311.
    by Guan, Ying-Hua, Tsai, Chin-Chung, Hwang, Fu-Kwun
  • Inter-relations of tutors and peers scaffolding and decision-making discourse acts
    Instructional Science, Vol. 34, No. 4. (July 2006), pp. 313-341.
    by Pata, Kai, Lehtinen, Erno, Sarapuu, Tago
  • Altering the Modality of Instructions to Facilitate Imagination: Interactions between the Modality and Imagination Effects
    Instructional Science, Vol. 34, No. 4. (July 2006), pp. 343-365.
    by Tindall-Ford, Sharon, Sweller, John
  • Effects of Web-based Support for the Construction of Competence Maps
    Instructional Science, Vol. 34, No. 3. (May 2006), pp. 189-211.
    by Stoof, Angela, Martens, Rob, Merrienboer, Jeroen
  • New Learning Environments and Constructivism: The Students Perspective
    Instructional Science, Vol. 34, No. 3. (May 2006), pp. 213-226.
    by Gijbels, David, Watering, Gerard, Dochy, Filip, Bossche, Piet
  • In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom
    Instructional Science, Vol. 34, No. 3. (May 2006), pp. 227-278.
    by Levin, Tamar, Wagner, Tili
  • The Relationship Between Tutoring Mode and Learners use of Help Tools in Distance Education
    Instructional Science, Vol. 34, No. 2. (March 2006), pp. 97-129.
    by Bruno Lievre, Christian Depover, Pierre Dillenbourg
    posted by 1 person rickl
  • Multi-Attribute Utility Theory and Adaptive Techniques for Intelligent Web-based Educational Software
    Instructional Science, Vol. 34, No. 2. (March 2006), pp. 131-158.
    by K Kabassi, M Virvou
  • Thinking with a Theory: Theory-prediction Consistency and Young Childrens Identification of Causality
    Instructional Science, Vol. 34, No. 2. (March 2006), pp. 159-188.
    by Paul Howard-Jones, Richard Joiner, Jennifer Bomford
  • Patterns of Variation in Teaching the Colour of Light to Primary 3 Students
    Instructional Science, Vol. 34, No. 1. (January 2006), pp. 1-19.
    by Lo Ling, Pakey Chik, Ming Pang
  • Interactivity Between Proteges and Scientists in an Electronic Mentoring Program
    Instructional Science, Vol. 34, No. 1. (January 2006), pp. 21-61.
    by Cara Bonnett, Barbara Wildemuth, Diane Sonnenwald
  • Patterns of Instructional-design Factors Prompting Reflective Thinking in Middle-school and College Level Problem-based Learning Environments
    Instructional Science, Vol. 34, No. 1. (January 2006), pp. 63-87.
    by Hae-Deok Song, Barbara Grabowski, Tiffany Koszalka, William Harkness
    posted by 2 people zolina glendud
  • Scaffolding Self-regulated Learning and Metacognition - Implications for the Design of Computer-based Scaffolds
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 367-379.
    by Roger Azevedo, Allyson Hadwin
    posted by 2 people zolina UniAce
  • Adaptive Human Scaffolding Facilitates Adolescents' Self-regulated Learning with Hypermedia
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 381-412.
    by Roger Azevedo, Jennifer Cromley, Fielding Winters, Daniel Moos, Jeffrey Greene
  • Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher-student Discourse about a Graduate Research Portfolio
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 413-450.
    by Allyson Hadwin, Lori Wozney, Oonagh Pontin
    posted by 1 person wfreeman
  • Designing Navigation Support in Hypertext Systems Based on Navigation Patterns
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 451-481.
    by Sadhana Puntambekar, Agni Stylianou
  • Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 483-511.
    by Ikseon Choi, Susan Land, Alfred Turgeon
    posted by 2 people zolina pe3
  • Using Web-based Pedagogical Tools as Scaffolds for Self-regulated Learning
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 513-540.
    by Nada Dabbagh, Anastasia Kitsantas
  • Extending the Scaffolding Metaphor
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 541-557.
    by Susanne Lajoie
    posted by 2 people pangdudu88 wfreeman
  • A Perspective on State-of-the-art Research on Self-regulated Learning
    Instructional Science, Vol. 33, No. 5-6. (November 2005), pp. 559-565.
    by Philip Winne
    posted by 4 people ykitani ible tseng913 VivesMinions
  • The relation between intellectual and metacognitive skills in early adolescence.
    Instructional Science, Vol. 33, No. 3. (May 2005), pp. 193-211.
    by Marcel Veenman, Rosalie Kok, Anke Blote
  • The Discursive Practice of Participation in an Elementary Classroom Community
    Instructional Science, Vol. 33, No. 3. (May 2005), pp. 213-250.
    by Minna Kovalainen, Kristiina Kumpulainen
  • Examining the stability of experts' clinical case processing: An experimental manipulation
    Instructional Science, Vol. 33, No. 3. (May 2005), pp. 251-270.
    by Anique De Bruin, Margaretha Van De Wiel, Remy Rikers, Henk Schmidt
  • Influence of problem familiarity on learning in a problem-based course
    Instructional Science, Vol. 33, No. 3. (May 2005), pp. 271-281.
    by Marleen Soppe, Henk Schmidt, Rachel Bruysten
  • Effects of within-class ability grouping on social interaction, achievement, and motivation
    Instructional Science, Vol. 33, No. 2. (March 2005), pp. 105-119.
    by Mohammad Saleh, Ard Lazonder, Ton De Jong
  • What is reciprocal understanding in virtual interaction?
    Instructional Science, Vol. 33, No. 2. (March 2005), pp. 121-136.
    by Arja Byman, Sanna Jarvela, Paivi Hakkinen
  • Academics' experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning
    Instructional Science, Vol. 33, No. 2. (March 2005), pp. 137-157.
    by Michael Prosser, Elaine Martin, Keith Trigwell, Paul Ramsden, Gillian Lueckenhausen
  • Learning Theory as Teaching Resource: Enhancing Students' Understanding of Economic Concepts
    Instructional Science, Vol. 33, No. 2. (March 2005), pp. 159-191.
    by Ming-Fai Pang, Ference Marton
    posted by 1 person rmosvold
  • Epistemic and social scripts in computer-supported collaborative learning
    Instructional Science, Vol. 33, No. 1. (January 2005), pp. 1-30.
    by Armin Weinberger, Bernhard Ertl, Frank Fischer, Heinz Mandl
    posted by 3 people akrowne frprinsen hqcspring
  • Viewing comprehension: Students' learning preferences and strategies when studying from video
    Instructional Science, Vol. 33, No. 1. (January 2005), pp. 31-47.
    by Avner Caspi, Paul Gorsky, Meira Privman
    posted by 1 person pe3
  • Evaluating writing instruction through an investigation of students' experiences of learning through writing
    Instructional Science, Vol. 33, No. 1. (January 2005), pp. 49-71.
    by Robert Ellis, Charlotte Taylor, Helen Drury
  • Supporting learning with interactive multimedia through active integration of representations
    Instructional Science, Vol. 33, No. 1. (January 2005), pp. 73-95.
    by Daniel Bodemer, Rolf Ploetzner, Katrin Bruchmuller, Sonja Hacker
    posted by 5 people yish mathgamespatterns dtl vds-arg eni
  • The Oil Drop Experiment: An Illustration of Scientific Research Methodology and its Implications for Physics Textbooks
    Instructional Science, Vol. 32, No. 5., 357.
    by Maria A Rodriguez, Mansoor Niaz
  • The Development of Study Orientations and Study Success in Students of Pharmacy
    Instructional Science, Vol. 32, No. 5., 387.
    by Juha Nieminen, Sari Lindblom-Ylanne, Kirsti Lonka
    • Note: You may cite this page as: http://www.citeulike.org/journal/klu-truc

    RIS BibTeX
    CiteULike organises scholarly (or academic) papers or literature and provides bibliographic (which means it makes bibliographies) for universities and higher education establishments. It helps undergraduates and postgraduates. People studying for PhDs or in postdoctoral (postdoc) positions. The service is similar in scope to EndNote or RefWorks or any other reference manager like BibTeX, but it is a social bookmarking service for scientists and humanities researchers.