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• Reflective Dialogues (Katz)
  ...ree main types of knowledge that experts employ during planning: knowledge about what principle(s) to apply to a given problem, how to apply these principle ...scores on course exams that targeted far transfer. Consistent with prior research, the dialogues promoted conceptual understanding of physics. However, measu
  17 KB (2,321 words) - 20:18, 3 November 2008
• Reliability
  ...ant to remember that reliability is not measured, it is estimated. (Social Research Methods[http://www.socialresearchmethods.net/tutorial/Colosi/lcolosi2.htm])
  647 bytes (98 words) - 15:37, 3 December 2007
• Repetition
  ...G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory. (Vol. 10). New York: Academic Press.
  960 bytes (121 words) - 20:08, 12 December 2007
• Ringenberg Examples-as-Help
  ===Research question=== ...n those in the ''hints'' condition. Participants in both conditions spent about the same amount of time per problem.
  8 KB (1,234 words) - 15:40, 8 October 2008
• Ringenberg Ill-Defined Physics
  ...to solve the problem normally. This task is designed to get them to think about what principles they would used to solve the problem and how they are going === Research question ===
  14 KB (2,069 words) - 19:16, 15 May 2009
• Roll IPL
  === Research questions === ...d Pfaffman (2005), who asked students to reason verbally or mathematically about the balance beam problem. All students noticed the deep features of the bal
  19 KB (2,798 words) - 11:45, 23 May 2009
• Root node
  PSLC research is primarily concerned with finding out what instructional environments, me === Research question ===
  3 KB (410 words) - 15:05, 13 October 2009
• Rummel Scripted Collaborative Problem Solving
  ...nts learn to solve system of equations problems while working in dyads. As research has shown, collaborative problem solving and learning has the potential to ...vealed that students that learned collaboratively were better at reasoning about mathematical concepts. Finally, students of the scripted condition were bet
  38 KB (5,243 words) - 00:12, 16 December 2010
• Self-Determination
  ...mportant for all people. Three of these needs are focused on when talking about self determination in education. They are competence, relatedness, and aut == Research Examples ==
  10 KB (1,418 words) - 01:01, 26 March 2009
• Self-explanation: Meta-cognitive vs. justification prompts
  ...atomical features of the circulatory system. When a student begins reading about the heart, she rarely (if ever) comes to the task as a blank slate. More li ...l repair. While both types of prompting techniques have been used in prior research on self-explaining, what remains to be explored, however, is a systematic e
  13 KB (1,897 words) - 17:36, 10 October 2008
• Self Efficacy
  ...eories, as we have seen: self-efficacious students will be more optimistic about their chances of success and therefore will show greater persistence. The s '''Accuracy of self-efficacy beliefs.''' (Need to cite some research about how accurate people's self-efficacy beliefs tend to be.) It is generally b
  10 KB (1,359 words) - 16:51, 18 January 2009
• Sense making
  ...gher-level thinking to create knowledge independent of instruction. PSLC research focuses on facilitating sense making through two broad categories of instru
  1 KB (201 words) - 21:57, 27 May 2007
• Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau)
  ...representations are often used and likely to support robust learning. This research will contribute to the literature on early mathematics learning, learning w ...of early mathematics learning: fractions. Both teachers’ experiences and research in educational psychology show that students have difficulties with fractio
  20 KB (2,603 words) - 16:29, 12 March 2011
• Social and Communicative Factors in Learning
  We will proceed with two interacting research strategies: one, expanding capacities for recording, coding and analyzing i ...R.G. (March, 2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science: A
  26 KB (3,417 words) - 13:39, 4 April 2013
• Spanish fluency
  == Research Questions == The fourth research question was about the extent to which students are aware of their own speech and whether they
  4 KB (616 words) - 17:48, 22 October 2009
• Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
  | '''Other Contributers''' || <b>Research Programmers/Associates:</b> Alyssa D. Kaye, Jenna E. Small <br> ...used in conjunction with texts to facilitate learning, but little is known about what type of graphics are most effective for learning different science con
  17 KB (2,384 words) - 16:35, 26 July 2007
• Stoichiometry Study
  ===Research Questions=== These research questions led us to the following three hypotheses:
  18 KB (2,697 words) - 14:49, 17 January 2008
• Student Uncertainty
  ...hen (2003) note, student confusion and frustration indicate an uncertainty about what to do next or how to act, or a need for clarification or more informat === Research question ===
  23 KB (3,228 words) - 18:13, 12 March 2008
• Student uncertainty
  ..., Litman and Forbes-Riley (2004a/b); Bhatt et al. (2004)). Underlying such research is the intuition that human tutors can readily use such cues to detect when
  1 KB (222 words) - 19:47, 16 February 2007
• The Help Tutor Roll Aleven McLaren
  ...e system]]" or do not [[self-explanation|self-explain]] enough. Similarly, research shows that students' [[help-seeking behavior]] leaves much room for improve Research shows that students do not use their help-seeking konwledge components appr
  30 KB (4,298 words) - 00:11, 16 December 2010

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