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Instructional Science: An International Journal of the Learning Sciences

November 2012 Volume 40, Number 6

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Table of Contents

Number of articles: 10

  1. Teacher Question and Student Response with Regard to Cognition and Language Use

    Youngju Lee & Mable B. Kinzie

    In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews... More

    pp. 857-874

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  2. Thinking and Behaving Like Scientists: Perceptions of Undergraduate Science Interns and Their Faculty Mentors

    CarolAnne M. Kardash & Ordene V. Edwards

    We examined undergraduate research experiences (UREs) participants' and their faculty mentors' beliefs about the professional practices and dispositions of research scientists. In Study 1, 63... More

    pp. 875-899

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  3. Relationships of General Vocabulary, Science Vocabulary, and Student Questioning with Science Comprehension in Students with Varying Levels of English Proficiency

    Ana Taboada

    This study investigated the influence of general vocabulary knowledge, science vocabulary knowledge, and text based questioning on the science reading comprehension of three types of students who... More

    pp. 901-923

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  4. Improving the Acquisition and Retention of Science Material by Fifth Grade Students through the Use of Imagery Interventions

    Marisa T. Cohen & Helen L. Johnson

    This study examined the effect of imagery interventions for the presentation of novel science vocabulary to fifth grade learners. Eighty-nine students from two schools in Long Island participated... More

    pp. 925-955

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  5. Learning about Bones at a Science Museum: Examining the Alternate Hypotheses of Ceiling Effect and Prior Knowledge

    Eugene Judson

    Groups of children at a science museum were pre- and post-assessed with a type of concept map, known as personal meaning maps, to determine what new understandings, if any, they were gaining from... More

    pp. 957-973

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  6. The Relationship between Approaches to Teaching, Approaches to E-Teaching and Perceptions of the Teaching Situation in Relation to E-Learning among Higher Education Teachers

    Carlos Gonzalez

    This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to... More

    pp. 975-998

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  7. What Counts as a Flexible Representational Choice? An Evaluation of Students' Representational Choices to Solve Linear Function Problems

    Ana Acevedo Nistal, Wim Van Dooren & Lieven Verschaffel

    This study evaluated students' representational choices while they solved linear function problems. Eighty-six secondary-school students solved problems under one choice condition, where they chose... More

    pp. 999-1019

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  8. Generating Multiple Answers for a Word Problem with Insufficient Information

    Shigehiro Kinda

    In mathematics learning, word problems always include sufficient information; however, in everyday situations, people sometimes encounter problems with insufficient information. Previous studies... More

    pp. 1021-1031

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  9. Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

    Reza Aghaie & Lawrence Jun Zhang

    This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted... More

    pp. 1063-1081

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  10. Capturing Teacher Students' Emotional Experiences in Context: Does Inquiry-Based Learning Make a Difference?

    Topi Litmanen, Kirsti Lonka, Mikko Inkinen, Lasse Lipponen & Kai Hakkarainen

    In the present study teacher students' contextual learning experiences were examined longitudinally in authentic study environments using the contextual activity sampling system, a means of mobile-... More

    pp. 1083-1101

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