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Learning and Instruction

October 2007 Volume 17, Number 5

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Table of Contents

Number of articles: 7

  1. Does the modality principle for multimedia learning apply to science classrooms?

    Egbert G. Harskamp, Richard E. Mayer & Cor Suhre

    This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (... More

    pp. 465-477

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  2. Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms

    Anne C. Frenzel, Reinhard Pekrun & Thomas Goetz

    A multilevel approach was used to analyse relationships between perceived classroom environments and emotions in mathematics. Based on Pekrun's (2000) [A social-cognitive, control-value theory of... More

    pp. 478-493

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  3. Effective classroom management and the development of subject-related interest

    Mareike Kunter, Jürgen Baumert & Olaf Köller

    This article examines the effect of classroom management strategies on students' interest development in secondary school mathematics classes. Two studies using student questionnaire data (one... More

    pp. 494-509

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  4. The role of task design and argumentation in cognitive development during peer interaction: The case of proportional reasoning

    Baruch B. Schwarz & Liora Linchevski

    This paper examines task design that affords deep changes in mathematical thinking in the context of peer interaction. We describe a study in which 60 low-level high-school students solved a... More

    pp. 510-531

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  5. Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes

    Gerard van den Boom, Fred Paas & Jeroen J.G. van Merriënboer

    This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts... More

    pp. 532-548

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  6. Group work in elementary science: Towards organisational principles for supporting pupil learning

    Christine Howe, Andy Tolmie, Allen Thurston, Keith Topping, Donald Christie, Kay Livingston, Emma Jessiman & Caroline Donaldson

    Group work has been promoted in many countries as a key component of elementary science. However, little guidance is given as to how group work should be organised, and because previous research... More

    pp. 549-563

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  7. Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts

    Kirsten Berthold, Matthias Nückles & Alexander Renkl

    Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support... More

    pp. 564-577

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