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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. Ajoutée par: Sterenn Audo  V    Pop. 21.71%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.7%
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. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.15%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.52%
Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.06%
Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.97%
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. Ajoutée par: Sterenn Audo  V    Pop. 32.79%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.42%
Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6(2), pp. 95–109. Ajoutée par: Sterenn Audo  V    Pop. 20.98%
Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.88%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 26.88%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 23.8%
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