Learning and Instruction
Volume 10, Number 4
Table of Contents
Number of articles: 4
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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
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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
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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
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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
