| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A comparison of the effects of students’ expository text comprehension strategies
|
Ramsay, Crystal M.
|
|
2009
|
|
6 |
p. 551-570
|
artikel
|
| 2 |
Adding interactive graphic organizers to a whole-class slideshow lesson
|
Ponce, Héctor R.
|
|
2018
|
|
6 |
p. 973-988
|
artikel
|
| 3 |
A design study of a multimedia instructional grammar program with embedded tracking
|
Koehler, Natalya A.
|
|
2010
|
|
6 |
p. 939-974
|
artikel
|
| 4 |
A framework for supporting systems thinking and computational thinking through constructing models
|
Shin, Namsoo
|
|
|
|
6 |
p. 933-960
|
artikel
|
| 5 |
A group psychotherapeutic perspective on transforming participation in a learning community
|
Hod, Yotam
|
|
2014
|
|
6 |
p. 949-970
|
artikel
|
| 6 |
Alternatives to rules for knowledge-based modelling
|
Tom Conlon
|
|
1999
|
|
6 |
p. 403-430
28 p.
|
artikel
|
| 7 |
Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom
|
Hartmeyer, Rikke
|
|
2017
|
|
6 |
p. 737-750
|
artikel
|
| 8 |
Are instructional explanations more effective in the context of an impasse?
|
Sánchez, Emilio
|
|
2008
|
|
6 |
p. 537-563
|
artikel
|
| 9 |
Assessment criteria for competency-based education: a study in nursing education
|
Fastré, Greet M. J.
|
|
2014
|
|
6 |
p. 971-994
|
artikel
|
| 10 |
A theory-driven approach to assessing the cognitiveeffects of PBL
|
Cindy E. Hmelo
|
|
1997
|
|
6 |
p. 387-408
22 p.
|
artikel
|
| 11 |
Authors index
|
|
|
2002
|
|
6 |
p. 537-537
1 p.
|
artikel
|
| 12 |
Authors Index Volume 29 2001
|
|
|
2001
|
|
6 |
p. 525-525
1 p.
|
artikel
|
| 13 |
Authors index Volume 31 2003
|
|
|
2003
|
|
6 |
p. 459-459
1 p.
|
artikel
|
| 14 |
Becoming original: effects of strategy instruction
|
Kamp, Marie-Thérèse van de
|
|
2016
|
|
6 |
p. 543-566
|
artikel
|
| 15 |
Boosting financial literacy: benefits from learning study
|
Pang, Ming Fai
|
|
2009
|
|
6 |
p. 659-677
|
artikel
|
| 16 |
Capturing teacher students’ emotional experiences in context: does inquiry-based learning make a difference?
|
Litmanen, Topi
|
|
2012
|
|
6 |
p. 1083-1101
|
artikel
|
| 17 |
Coaching that supports teachers’ learning to enact ambitious instruction
|
Witherspoon, Eben B.
|
|
|
|
6 |
p. 877-898
|
artikel
|
| 18 |
Co-constructed failure narratives in mathematics tutoring
|
DeLiema, David
|
|
2017
|
|
6 |
p. 709-735
|
artikel
|
| 19 |
Cognitive effects of an authenticcomputer-supported, problem-based learningenvironment
|
Jos A.R. Arts
|
|
2002
|
|
6 |
p. 465-495
31 p.
|
artikel
|
| 20 |
Conceptual change through vicarious learning in an authentic physics setting
|
Muller, Derek A.
|
|
2007
|
|
6 |
p. 519-533
|
artikel
|
| 21 |
Contents of Volume 30 2002
|
|
|
2002
|
|
6 |
p. 539-541
2 p.
|
artikel
|
| 22 |
Contents of Volume 29 2001
|
|
|
2001
|
|
6 |
p. 527-528
2 p.
|
artikel
|
| 23 |
Contents of Volume 31 2003
|
|
|
2003
|
|
6 |
p. 461-463
3 p.
|
artikel
|
| 24 |
Contents of Volume 34 2006
|
|
|
2006
|
|
6 |
p. 527-528
|
artikel
|
| 25 |
Correction to: Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?
|
Kollmer, Julia
|
|
|
|
6 |
p. 899
|
artikel
|
| 26 |
Creativity in advertising design education: an experimental study
|
Cheung, Ming
|
|
2010
|
|
6 |
p. 843-864
|
artikel
|
| 27 |
Demonstration-based training (DBT) in the design of a video tutorial for software training
|
Meij, Hans van der
|
|
2016
|
|
6 |
p. 527-542
|
artikel
|
| 28 |
Desktop multimedia environments to supportcollaborative distance learning
|
Betty Collis
|
|
1997
|
|
6 |
p. 433-462
30 p.
|
artikel
|
| 29 |
Developing and designing online engineering ethics instruction for international graduate students
|
Austin, Katherine A.
|
|
2011
|
|
6 |
p. 975-997
|
artikel
|
| 30 |
Developing a needs-based plagiarism management in second-language writing in a higher education institute: practice-oriented research
|
AL Harrasi, Kothar Talib Sulaiman
|
|
|
|
6 |
p. 1079-1115
|
artikel
|
| 31 |
Development of legal expertise
|
Glöckner, Andreas
|
|
2013
|
|
6 |
p. 989-1007
|
artikel
|
| 32 |
Do specific relevance instructions promote transfer appropriate processing?
|
McCrudden, Matthew T.
|
|
2010
|
|
6 |
p. 865-879
|
artikel
|
| 33 |
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
|
Brand, Charleen
|
|
|
|
6 |
p. 953-976
|
artikel
|
| 34 |
Dynamic and spatial representation of web movements and navigational patterns through the use of navigational paths as data
|
Laxman, Kumar
|
|
2010
|
|
6 |
p. 881-900
|
artikel
|
| 35 |
Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning
|
Lim, Sue-ann
|
|
|
|
6 |
p. 921-952
|
artikel
|
| 36 |
Effectiveness of visual and verbal prompts in training visuospatial processing skills in school age children
|
Chabani, Ellahe
|
|
2014
|
|
6 |
p. 995-1012
|
artikel
|
| 37 |
Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions
|
Hefter, Markus H.
|
|
2014
|
|
6 |
p. 929-947
|
artikel
|
| 38 |
Effects of collaborative versus individual preparation on learning by teaching
|
Kobayashi, Keiichi
|
|
|
|
6 |
p. 811-829
|
artikel
|
| 39 |
Effects of epistemological sensitization on source choices
|
Porsch, Torsten
|
|
2010
|
|
6 |
p. 805-819
|
artikel
|
| 40 |
Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer
|
Aghaie, Reza
|
|
2012
|
|
6 |
p. 1063-1081
|
artikel
|
| 41 |
Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language
|
Akbulut, Yavuz
|
|
2007
|
|
6 |
p. 499-517
|
artikel
|
| 42 |
Effects of two differently sequenced classroom scripts on common ground in collaborative inquiry learning
|
Tan, Esther
|
|
2018
|
|
6 |
p. 893-919
|
artikel
|
| 43 |
Emerging conceptions of ICT-enhanced teaching: Australian TAFE context
|
Khan, Shahadat Hossain
|
|
2015
|
|
6 |
p. 683-708
|
artikel
|
| 44 |
Engendering situational interest through innovative instruction in an engineering classroom: what really mattered?
|
Hunsu, Nathaniel J.
|
|
2017
|
|
6 |
p. 789-804
|
artikel
|
| 45 |
Enhancing learning outcomes in computer-based training via self-generated elaboration
|
Cuevas, Haydee M.
|
|
2014
|
|
6 |
p. 839-859
|
artikel
|
| 46 |
Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?
|
van Peppen, Lara M.
|
|
|
|
6 |
p. 747-777
|
artikel
|
| 47 |
Erratum to: Effectiveness of visual and verbal prompts in training visuospatial processing skills in school age children
|
Chabani, Ellahe
|
|
2014
|
|
6 |
p. 1013
|
artikel
|
| 48 |
Example-based learning: should learners receive closed-book or open-book self-explanation prompts?
|
Hiller, Sara
|
|
|
|
6 |
p. 623-649
|
artikel
|
| 49 |
Experiencing variation: learning opportunities in doctoral supervision
|
Kobayashi, Sofie
|
|
2017
|
|
6 |
p. 805-826
|
artikel
|
| 50 |
Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors
|
Ke, Fengfeng
|
|
|
|
6 |
p. 831-854
|
artikel
|
| 51 |
Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases
|
Baier, Franziska
|
|
|
|
6 |
p. 855-876
|
artikel
|
| 52 |
Generating multiple answers for a word problem with insufficient information
|
Kinda, Shigehiro
|
|
2011
|
|
6 |
p. 1021-1031
|
artikel
|
| 53 |
Give me a hand: differential effects of gesture type in guiding young children’s problem-solving
|
Vallotton, Claire
|
|
2015
|
|
6 |
p. 709-735
|
artikel
|
| 54 |
Graduate students’ conceptions of university teaching and learning: formation for change
|
Saroyan, Alenoush
|
|
2008
|
|
6 |
p. 579-600
|
artikel
|
| 55 |
Holistic and dynamic: teacher-researcher reflections on operating mobile-assisted learning tasks supported by WeChat for Chinese as a foreign language
|
Tong, Peiru
|
|
|
|
6 |
p. 729-763
|
artikel
|
| 56 |
How design guides learning from matrix diagrams
|
Meij, Jan van der
|
|
2017
|
|
6 |
p. 751-767
|
artikel
|
| 57 |
How do tests and summary writing tasks enhance long-term retention of students with different levels of test anxiety?
|
Mok, Wilson Shun Yin
|
|
2016
|
|
6 |
p. 567-581
|
artikel
|
| 58 |
ICT-support for grounding in the classroom
|
Beers, Pieter J.
|
|
2007
|
|
6 |
p. 535-556
|
artikel
|
| 59 |
Improving the acquisition and retention of science material by fifth grade students through the use of imagery interventions
|
Cohen, Marisa T.
|
|
2011
|
|
6 |
p. 925-955
|
artikel
|
| 60 |
Individual versus collaborative problem solving: divergent outcomes depending on task complexity
|
Sears, David A.
|
|
2013
|
|
6 |
p. 1153-1172
|
artikel
|
| 61 |
Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction
|
Heinze, Aiso
|
|
2018
|
|
6 |
p. 869-891
|
artikel
|
| 62 |
Instructional Design of Web-based Simulations for Learners with Different Levels of Spatial Ability
|
Lee, Hyunjeong
|
|
2007
|
|
6 |
p. 467-479
|
artikel
|
| 63 |
Instructional development in higher education: impact on teachers’ teaching behaviour as perceived by students
|
Stes, Ann
|
|
2013
|
|
6 |
p. 1103-1126
|
artikel
|
| 64 |
Instructions for Authors
|
|
|
2006
|
|
6 |
p. 519-526
|
artikel
|
| 65 |
Instructions for Authors
|
|
|
2002
|
|
6 |
p. 529-536
8 p.
|
artikel
|
| 66 |
Instructions for Authors
|
|
|
2001
|
|
6 |
p. 517-524
8 p.
|
artikel
|
| 67 |
Instructions for Authors
|
|
|
2003
|
|
6 |
p. 451-457
7 p.
|
artikel
|
| 68 |
Interaction and cognitive engagement: An analysis of four asynchronous online discussions
|
Zhu, Erping
|
|
2006
|
|
6 |
p. 451-480
|
artikel
|
| 69 |
Interaction between the learners’ initial grasp of the object of learning and the learning resource afforded
|
Pang, Ming Fai
|
|
2013
|
|
6 |
p. 1065-1082
|
artikel
|
| 70 |
Interaction between the learners’ initial grasp of the object of learning and the learning resource afforded
|
Pang, Ming Fai
|
|
|
|
6 |
p. 1065-1082
|
artikel
|
| 71 |
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: a replication study
|
Nachtigall, Valentina
|
|
|
|
6 |
p. 779-810
|
artikel
|
| 72 |
Is successful scaffolding an illusion? Shifting patterns of responsibility and control in teacher-student interaction during a long-term learning project
|
Helena Rasku-Puttonen
|
|
2003
|
|
6 |
p. 377-393
17 p.
|
artikel
|
| 73 |
It matters how to recall – task differences in retrieval practice
|
Endres, Tino
|
|
|
|
6 |
p. 699-728
|
artikel
|
| 74 |
Laptop versus longhand note taking: effects on lecture notes and achievement
|
Luo, Linlin
|
|
2018
|
|
6 |
p. 947-971
|
artikel
|
| 75 |
Learning about bones at a science museum: examining the alternate hypotheses of ceiling effect and prior knowledge
|
Judson, Eugene
|
|
2011
|
|
6 |
p. 957-973
|
artikel
|
| 76 |
Learning achieved in structured online debates: levels of learning and types of postings
|
Jin, Li
|
|
2013
|
|
6 |
p. 1141-1152
|
artikel
|
| 77 |
Learning to design collaboratively: Participation of student designers in a Community of Innovation
|
West, Richard E.
|
|
2010
|
|
6 |
p. 821-841
|
artikel
|
| 78 |
Make it relevant! How prior instructions foster the integration of teacher knowledge
|
Zeeb, Helene
|
|
|
|
6 |
p. 711-739
|
artikel
|
| 79 |
Manipulatives and number sentences in computeraided arithmetic word problem solving
|
Berend P. Stellingwerf
|
|
1999
|
|
6 |
p. 459-476
18 p.
|
artikel
|
| 80 |
Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
|
Meyerhoff, Hauke S.
|
|
|
|
6 |
p. 879-901
|
artikel
|
| 81 |
Metacognitive scaffolding in an innovative learning arrangement
|
Molenaar, Inge
|
|
2010
|
|
6 |
p. 785-803
|
artikel
|
| 82 |
Middle school children's strategic behavior:Classification and relation to academic achievement and mathematical problem solving
|
Stephen J. Pape
|
|
2003
|
|
6 |
p. 419-449
31 p.
|
artikel
|
| 83 |
Modelling cognitive style in a peer help networkt
|
Susan Bull
|
|
2002
|
|
6 |
p. 497-528
32 p.
|
artikel
|
| 84 |
Moving from recitation to open-format literature discussion in Chinese classrooms
|
Cheng, Yahua
|
|
2015
|
|
6 |
p. 643-664
|
artikel
|
| 85 |
Non-diagnostic intelligent tutoring systems:Teaching without student models
|
Leo Gugerty
|
|
1997
|
|
6 |
p. 409-432
24 p.
|
artikel
|
| 86 |
Orchestrating the flow and advancement of knowledge artifacts in an online class
|
Chen, Bodong
|
|
|
|
6 |
p. 903-931
|
artikel
|
| 87 |
Other-regulation in collaborative groups: implications for regulation quality
|
Rogat, Toni Kempler
|
|
2014
|
|
6 |
p. 879-904
|
artikel
|
| 88 |
Peer collaboration and discourse patterns in learning from incompatible information
|
Carol K.K. Chan
|
|
2001
|
|
6 |
p. 443-479
37 p.
|
artikel
|
| 89 |
Perception of reading instruction and self-regulated learning: A comparison between Chinese students in Hong Kong and Beijing
|
Lau, Kit-ling
|
|
2013
|
|
6 |
p. 1083-1101
|
artikel
|
| 90 |
Possibilities and limitations of integrating peer instruction into technical creativity education
|
Wang, Shijuan
|
|
2016
|
|
6 |
p. 501-525
|
artikel
|
| 91 |
Practice makes proficient: teaching undergraduate students to understand published research
|
Kershaw, Trina C.
|
|
2018
|
|
6 |
p. 921-946
|
artikel
|
| 92 |
Predictors and outcomes of situational interest during a science learning task
|
Tapola, Anna
|
|
2013
|
|
6 |
p. 1047-1064
|
artikel
|
| 93 |
Preparing preservice teachers to use block-based coding in scientific modeling lessons
|
Vasconcelos, Lucas
|
|
|
|
6 |
p. 765-797
|
artikel
|
| 94 |
Productive failure in mathematical problem solving
|
Kapur, Manu
|
|
2009
|
|
6 |
p. 523-550
|
artikel
|
| 95 |
Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video
|
Heaysman, Orna
|
|
|
|
6 |
p. 829-861
|
artikel
|
| 96 |
Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task
|
Gan, Mark J. S.
|
|
2014
|
|
6 |
p. 861-878
|
artikel
|
| 97 |
Quasi-communities: rethinking learning in formal adult and vocational education
|
Emad, Gholam Reza
|
|
2016
|
|
6 |
p. 583-600
|
artikel
|
| 98 |
Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks
|
Pirnay-Dummer, Pablo
|
|
2010
|
|
6 |
p. 901-919
|
artikel
|
| 99 |
Reflections on sustained debugging support: conjecture mapping as a point of departure for instructor feedback on design
|
Ryan, Zachary D.
|
|
|
|
6 |
p. 1043-1078
|
artikel
|
| 100 |
Relationships of general vocabulary, science vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency
|
Taboada, Ana
|
|
2011
|
|
6 |
p. 901-923
|
artikel
|
| 101 |
Replacing lectures with multimedia CBL: Student attitudes and reactions
|
Kenneth Tait
|
|
1998
|
|
6 |
p. 409-438
30 p.
|
artikel
|
| 102 |
Scaffolding cognitive and metacognitiveprocesses in low verbal ability learners:Use of diagrams in computer-based trainingenvironments
|
Haydee M. Cuevas
|
|
2002
|
|
6 |
p. 433-464
32 p.
|
artikel
|
| 103 |
Scoping deliberations: scaffolding engagement in planning collective action
|
Lu, Kristine
|
|
|
|
6 |
p. 1005-1041
|
artikel
|
| 104 |
Searching the Web to learn about a controversial topic: are students epistemically active?
|
Mason, Lucia
|
|
2009
|
|
6 |
p. 607-633
|
artikel
|
| 105 |
Skill components of task analysis
|
Adams, Anne E.
|
|
2013
|
|
6 |
p. 1009-1046
|
artikel
|
| 106 |
Socioemotional aspects of students learning in acognitive-apprenticeship environment
|
Sanna Järvelä
|
|
1998
|
|
6 |
p. 439-472
34 p.
|
artikel
|
| 107 |
Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation
|
Barzilai, Sarit
|
|
2015
|
|
6 |
p. 737-766
|
artikel
|
| 108 |
Spatial supports for comparison in educational science images
|
Jee, Benjamin D.
|
|
|
|
6 |
p. 807-827
|
artikel
|
| 109 |
Strategies for facilitating processing of transient information in instructional videos by using learner control mechanisms
|
Lin, Yi-Chun
|
|
|
|
6 |
p. 863-877
|
artikel
|
| 110 |
Student contribution in asynchronous online discussion: a review of the research and empirical exploration
|
Hew, Khe Foon
|
|
2008
|
|
6 |
p. 571-606
|
artikel
|
| 111 |
Studying the expertise reversal of the multimedia signaling effect at a process level: evidence from eye tracking
|
Richter, Juliane
|
|
|
|
6 |
p. 627-658
|
artikel
|
| 112 |
Supporting learning from illustrated texts: conceptualizing and evaluating a learning strategy
|
Schlag, Sabine
|
|
2010
|
|
6 |
p. 921-937
|
artikel
|
| 113 |
Teacher and student intrinsic motivation in project-based learning
|
Lam, Shui-fong
|
|
2008
|
|
6 |
p. 565-578
|
artikel
|
| 114 |
Teacher question and student response with regard to cognition and language use
|
Lee, Youngju
|
|
2011
|
|
6 |
p. 857-874
|
artikel
|
| 115 |
Thank you to the 2019 Instructional Science Reviewers!
|
|
|
|
|
6 |
p. 741-743
|
artikel
|
| 116 |
Thank you to the 2020 Instructional Science reviewers!
|
|
|
|
|
6 |
p. 799-805
|
artikel
|
| 117 |
The design of technology-rich learning environments as metacognitive tools in history education
|
Poitras, Eric
|
|
2011
|
|
6 |
p. 1033-1061
|
artikel
|
| 118 |
The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain
|
Leppink, Jimmie
|
|
2013
|
|
6 |
p. 1127-1140
|
artikel
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