Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course

2024-9-3

The roles that students’ ethnicity and achievement levels play in teachers’ choice of learning materials in online teaching: evidence from two experimental studies

2024-9-2

Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis

2024-8-31

Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

2024-8-22

Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game

2024-8-21

Transfer of responsibility in novice and experienced Iranian EFL teachers’ scaffolding: interactional characteristics

2024-8-20

Infusing teacher-preparation curriculum with case-based instruction focused on culturally responsive, sustaining pedagogy: comparing instructor-facilitated and instructor-supported approaches

2024-8-9

Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course

2024-8-9

Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes

2024-7-18

Designing to support equity-as-transformation perspectives for multilingual science learners

2024-7-18

Investigating the role of an inquiry-based science lab on students’ scientific literacy

2024-7-15

Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science

2024-7-13

Can failure be made productive also in Bayesian reasoning? A conceptual replication study

2024-7-12

English learners learn from worked example comparison in algebra

2024-6-28

How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study

2024-6-5

Actor-network theory as a new direction in research on educational dialogues

2024-6-5

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

2024-6-4

Can whole-body tracing and hand tracing make any difference? Experimental evidence of learning outcomes, cognitive load, and intrinsic motivation on university students

2024-6-1

CID: a framework for the cognitive analysis of composite instructional designs

2024-5-18

Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction

2024-5-17

Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis

2024-5-2

Beliefs influence argumentative essay writing

2024-4-17

Fostering noticing of classroom discussion features through analysis of contrasting cases

2024-4-17

The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing

2024-4-17

Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration

2024-2-27

Improving multiple document comprehension with a lesson about multi-causal explanations in science

2024-2-1

Are we teaching novice instructional designers to be creative? A qualitative case study

2024-1-16

Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations

2024-1-12

Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions

2023-12-16

Teacher versus student perspectives on instructional quality in mathematics education across countries

2023-11-29

Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty

2023-11-29

Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy

2023-11-16

Using productive failure to learn genetics in a game-based environment

2023-11-4

The potential for reconciling pedagogical tradition and innovation: the case of socioscientific argumentation

2023-11-4

Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?

2023-10-24

Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality

2023-9-28

Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building

2023-9-22

Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities

2023-9-22

Bridging communities and schools in Urban development: community and citizen science

2023-9-22

A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments

2023-9-20

An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom

2023-9-17

School participation in citizen science (SPICES): substantiating a field of research and practice

2023-7-21

Using self-determination theory (SDT) to explain student STEM interest and identity development

2023-7-21

When do students provide more peer feedback? The roles of performance and prior feedback experiences

2023-7-14

Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research

2023-7-13

Examining the effects of tempo in background music on adolescent learners’ reading comprehension performance: employing a multimodal approach

2023-7-13

Scoping deliberations: scaffolding engagement in planning collective action

2023-7-8

Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses

2023-6-26

Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building

2023-6-25

Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos

2023-6-24