Learning and Instruction
February 2008 Volume 18, Number 1
Table of Contents
Number of articles: 8
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The relevance of didactic categories for analysing obstacles in conceptual change: Revisiting the case of multiplication of fractions
Susanne Prediger
The theoretical framework of conceptual change has gained growing influence for analysing learning difficulties. The article pleads for combining conceptual change approaches in the learning... More
pp. 3-17
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Designing for user cognition and affect in software instructions
Hans van der Meij
In this paper we examine how to design software instructions for user cognition and affect. A basic and co-user manual are compared. The first provides fundamental support for both; the latter... More
pp. 18-29
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Manual training of mental rotation in children
Gunnar Wiedenbauer & Petra Jansen-Osmann
When deciding whether two stimuli rotated in space are identical or mirror reversed, subjects employ mental rotation to solve the task. In children mental rotation can be trained by extensive... More
pp. 30-41
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Children's behaviour and cognitions across different balance tasks
David J. Messer, Karen J. Pine & Cathal Butler
Children's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). More
pp. 42-53
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Learning to prove in geometry: Learning from heuristic examples and how it can be supported
Tatjana S. Hilbert, Alexander Renkl, Stephan Kessler & Kristina Reiss
This field experiment tested whether a special type of worked-out examples (i.e., heuristic examples) helps learners develop better conceptual knowledge about mathematical proving and proving... More
pp. 54-65
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Effects of dialogic learning on value-loaded critical thinking
Stan Frijters, Geert ten Dam & Gert Rijlaarsdam
Education should endeavour to include the competences that students need to participate in a democratic society in a responsible and adequate way. The crucial question is how this can be realized... More
pp. 66-82
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Improving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activity
Peter Kutnick, Cathy Ota & Lucia Berdondini
Within primary school classrooms children are often seated in groups but research shows that pupils do not collaborate or learn effectively within these groups. This study is focused on children 5–... More
pp. 83-95
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What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters?
Kevin K.H. Chung
The effectiveness of mixed sensory mode presentation for beginning and experienced learners of Chinese characters as second language was investigated. Experiment 1 found that inexperienced 7th... More
pp. 96-108