You are here:

Learning and Instruction

Volume 10, Number 4

Search this issue

Table of Contents

Number of articles: 4

  1. Does motivation affect performance via persistence?

    Regina Vollmeyer & Falko Rheinberg

    Our cognitive–motivational process model (Vollmeyer, R. & Rheinberg, F. (1998). Motivationale Einflüsse auf Erwerb und Anwendung von Wissen in einem computersimulierten System. [Motivational... More

    pp. 293-309

    View Abstract
  2. Collaborative learning tasks and the elaboration of conceptual knowledge

    Carla van Boxtel, Jos van der Linden & Gellof Kanselaar

    In this article we present the results of an experimental study of the influence of task characteristics on the characteristics of elaboration of conceptual knowledge in social interaction. With a ... More

    pp. 311-330

    View Abstract
  3. When authentic experiences are “enminded” into disciplinary genres: crossing biographic and situated knowledge

    François Victor Tochon

    The goal of this article is to show how experience transcends subject-matter planning, and the paradoxical nature of planning for authentic experiences. Subject matters are defined here as... More

    pp. 331-359

    View Abstract
  4. Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

    Christine Howe, Andy Tolmie, Val Duchak-Tanner & Catherine Rattray

    Hypothesis testing has been seen by science educators as a context which supports the integrated acquisition of conceptual and procedural knowledge. However, research suggests potential conflicts... More

    pp. 361-391

    View Abstract