Affichage de 1 - 12 of 12 (Bibliographie: Bibliographie WIKINDX globale)
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Collection: Learning and Instruction
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Catrambone, R., & Yuasa, M. (2006). Acquisition of procedures: the effects of example elaborations and active learning exercises. Learning and Instruction, 16, pp. 139–153.
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Ajoutée par: Sterenn Audo
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Pop. 21.71%
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Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), pp. 533–568.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.7%
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Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies--between scylla and charybdis. Learning and Instruction, 11(4), p. p283–303.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.24%
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Neuman, Y., & Schwarz, B. (2000). Substituting one mystery for another: The role of self-explanations in solving algebra word-problems. Learning and Instruction, 10(3), pp. 203–220.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.52%
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Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.06%
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Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.97%
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Stark, R., Gruber, H., Renkl, A., & Mandl, H. (1998). Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Learning and Instruction, 8(2), pp. 117–129.
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Ajoutée par: Sterenn Audo
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Pop. 32.79%
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Tirosh, D., & Tsamir, P. (2004). What can mathematics education gain from the conceptual change approach? and what can the conceptual change approach gain from its application to mathematics education? Learning and Instruction, 14(5), p. p535–540.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.42%
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Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6(2), pp. 95–109.
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Ajoutée par: Sterenn Audo
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Pop. 20.98%
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Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.88%
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Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2005). Reconsidering the role of artifacts in reasoning: Children's understanding of the globe as a model of the earth. Learning and Instruction, 15(4), p. p333.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.88%
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Wong, R. M. F., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students' problem solving in high-school mathematics. Learning and Instruction, 12(2), p. p233.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.8%
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