Instructional Science
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Specifications for small group activities in instructional designs
Instructional Science - Tập 13 - Trang 15-35 - 1984
A format is proposed for use in systematic instructional designs where small
group activities are planned. Derived from a review of small group instructional
research and practice, the format includes the following descriptive categories:
(1) identification of activities within the larger design, (2) instructional
objectives, (3) role structure, (4) task structure, (5) reward structure, (6)
evalua...
The design and evaluation of hypertext structures for supporting design problem solving
Instructional Science - - 1999
Computer-based complex information systems are used increasingly more often, for
a growing variety of purposes, in both educational and professional contexts.
Since the effectiveness of information systems will largely depend on the
particular purpose and the particular task context at hand, at least part of our
research efforts should be directed at studying specific application areas. This
paper...
The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model
Instructional Science - Tập 42 - Trang 817-837 - 2014
Student approaches to learning have been a popular area of research in
educational psychology. One useful framework for understanding student
approaches to learning is through Biggs’ presage–process–product model. The
purpose of this study is to examine the process stage of the 3P model.
Undergraduate students (N = 67) thought aloud while reading two science texts,
then wrote recalls and answered ...
Computers and the emancipation of students: giving control to the learner
Instructional Science - Tập 16 - Trang 3-18 - 1987
The paper considers two basic models of the teaching-learning process, described
as the “didactic” and the “communication” model. These are applied to Computer
Assisted Learning (CAL) in order to demonstrate that CAL has generally embodied
a didactic model of teaching and learning. This imposes an unnecessary
restriction on the student's freedom to choose their (Note 1) learning style,
and the pap...
Bridging communities and schools in Urban development: community and citizen science
Instructional Science - Tập 51 - Trang 887-911 - 2023
This paper presents the results of two community and citizen science research
projects – Cities at Play and Community Drive – in which young students (aged
11–15) from vulnerable residential areas in Copenhagen, Denmark, collaborated
with architects and urban developers to engage in urban development initiatives
in their neighborhoods. An educational design was developed over the two
research proj...
Generalising language-tutoring systems: A French/Spanish case study, using LINGER
Instructional Science - Tập 17 - Trang 179-188 - 1988
This paper deseribes our experiences in trying to extend a language tutoring
system, LINGER, to deal with Spanish. LINGER is based on Definite Clause Grammar
(DCG) notation. It was first developed to teach French (Barchan, Woodmansee and
Yazdani, 1986). Unlike traditional language-teaching systems, it incorporates
“human-like” knowledge of the domain it is teaching. Experiences in modifying
such s...
Metacognition in basic skills instruction
Instructional Science - Tập 26 - Trang 81-96 - 1998
Metacognition is increasingly recognized as important to learning. This article
describes self-regulatory processes that promote achievement in the basic skills
of reading and mathematical problem solving. Self-regulatory behaviors in
reading include clarifying one's purpose, understanding meanings, drawing
inferences, looking for relationships, and reformulating text in one's own
terms. Self-regu...
Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection
Instructional Science - Tập 46 - Trang 357-381 - 2018
Self-assessment and task selection are important self-regulated learning skills
for secondary school students. More specifically, selecting new tasks based on
self-assessments is very important for them, because teachers are not always
present or able to select tasks for them individually. However, little is known
about the processes underlying these self-regulated learning skills, and thus no
gui...
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