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Instructional Science: An International Journal of the Learning Sciences

2018 Volume 46, Number 5

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Table of Contents

Number of articles: 6

  1. Recurring Patterns in the Development of High School Biology Students' System Thinking over Time

    Jaklin Tripto, Orit Ben Zvi Assaraf & Miriam Amit

    The goal of this study was to identify and understand the mental models developed by 67 high school biology students as they learn about the human body as a complex system. Using concept maps, it... More

    pp. 639-680

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  2. Threads of Local Continuity between Centralized and Decentralized Causality: Transitional Explanations for the Behavior of a Complex System

    Lauren Barth-Cohen

    One line of research on student understanding of complex systems has tended to emphasize discontinuities between common misconceptions and relatively more sophisticated understandings. Other work... More

    pp. 681-705

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  3. Varying Effects of Subgoal Labeled Expository Text in Programming, Chemistry, and Statistics

    Lauren E. Margulieux, Richard Catrambone & Laura M. Schaeffer

    Originally intended as a replication study, this study discusses differences in problem solving performance among different domains caused by the same instructional intervention. The learning... More

    pp. 707-722

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  4. The Double Curse of Misconceptions: Misconceptions Impair Not Only Text Comprehension but Also Metacomprehension in the Domain of Statistics

    Anja Prinz, Stefanie Golke & Jörg Wittwer

    Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self... More

    pp. 723-765

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  5. Debugging during Block-Based Programming

    ChanMin Kim, Jiangmei Yuan, Lucas Vasconcelos, Minyoung Shin & Roger B. Hill

    In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early... More

    pp. 767-787

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  6. Preservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programme

    Daniel Cebrián-Robles, Antonio-Joaquín Franco-Mariscal & Ángel Blanco-López

    The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class... More

    pp. 789-817

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