Search results for author:"Pascal Wilhelm"
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Asking Questions during Self-Directed Inductive Learning: Effects on Learning Outcome and Learning Processes
Interactive Learning Environments Vol. 12, No. 3 (December 2004) pp. 251–264
Asking learners standardized questions during performance of a self-directed inductive learning task might be a useful way to complement think aloud protocol data. However, asking questions might also scaffold the learning process and thus influence ...
Computers & Education Vol. 42, No. 4 (May 2004) pp. 389–402
Inquiry learning requires the ability to understand that theory and evidence have to be distinguished and co-ordinated. Moreover, learners have to be able to control two or more independent variables when formulating hypotheses, designing...
Topics: Middle School Education
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 5 (September 2009) pp. 437–451
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar ...
Learning and Instruction Vol. 18, No. 6 pp. 580–592
This study investigated how students' knowledge of a particular domain influences the type of investigative strategy they utilize in an inquiry learning task within that domain. Students with high domain knowledge were assumed to employ a theory...
Computers & Education Vol. 41, No. 3 (November 2003) pp. 291–308
This paper reports two studies into the efficacy of sentence openers to foster online peer-to-peer interaction. Sentence openers are pre-defined ways to start an utterance that are implemented in communication facilities as menu's or buttons. In the ...
Learning and Instruction Vol. 14, No. 1 pp. 89–109
The first objective of this study was to establish to what extent metacognitive skill development is associated with intelligence. As a second objective, the generality vs. domain-specificity of maturing metacognitive skills was investigated. Both...
The Effects of Representational Format on Learning Combinatorics from an Interactive Computer Simulation
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 6 (November 2009) pp. 503–517
The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three...