You are here:

Learning and Instruction

Volume 20, Number 3

Search this issue

Table of Contents

Number of articles: 7

  1. Social effects of collaborative learning in primary schools

    Andrew Kenneth Tolmie, Keith J. Topping, Donald Christie, Caroline Donaldson, Christine Howe, Emma Jessiman, Kay Livingston & Allen Thurston

    There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play... More

    pp. 177-191

    View Abstract
  2. Reading multiple texts about climate change: The relationship between memory for sources and text comprehension

    Helge I. Strømsø, Ivar Bråten & M. Anne Britt

    In many situations, readers are asked to learn from multiple documents. Many studies have found that evaluating the trustworthiness and usefulness of document sources is an important skill in such ... More

    pp. 192-204

    View Abstract
  3. Frequency, efficiency and flexibility of indirect addition in two learning environments

    Bert De Smedt, Joke Torbeyns, Nick Stassens, Pol Ghesquière & Lieven Verschaffel

    This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in... More

    pp. 205-215

    View Abstract
  4. What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity

    Mareike Florax & Rolf Ploetzner

    In the split-attention effect spatial proximity is frequently considered to be pivotal. The transition from a spatially separated to a spatially integrated format not only involves changes in... More

    pp. 216-224

    View Abstract
  5. Approaches employed by sixth-graders to compare rival solutions in socio-scientific decision-making tasks

    Nicos Papadouris & Constantinos P. Constantinou

    The present study explores the approaches employed by sixth-grade students to compare rival solutions in socio-scientific decision-making situations. Data were collected using three specially... More

    pp. 225-238

    View Abstract
  6. Value orientations and motivational interference in school-leisure conflict: The case of Vietnam

    Manfred Hofer, Stefan Fries, Andreas Helmke, Britta Kilian, Claudia Kuhnle, Ilija Živković, Richard Goellner & Tuyet Helmke

    The experience of motivational interference during studying and leisure in a school-leisure conflict and its relationship to pupils' value orientations were investigated in a self-report study of... More

    pp. 239-249

    View Abstract
  7. Taming a beast of burden – On some issues with the conceptualisation and operationalisation of cognitive load

    Jens F. Beckmann

    Research on cognitive load theory (CLT) has not yet provided facet-specific measures of cognitive load. The lack of valid methods to measure intrinsic, extraneous and germane cognitive load makes... More

    pp. 250-264

    View Abstract