Search results

Create the page "Learning Process" on this wiki! See also the search results found.

• Effect of adding simple worked examples to problem-solving in algebra learning
  This ''in vivo'' experiment compared differences in learning that occur when students problem solve vs when they problem solve aided by ...the [[robust learning]] measures of [[transfer]] and [[accelerated future learning]]. Copying the problem the first time the students encountered a particula
  4 KB (605 words) - 15:40, 31 August 2011
• Emergece Project (Chi)
  ==Learning about Emergence and Heat Transfer == ...ptions has been a problem for decades. The proposed study would extend the learning framework of PSLC by incorporating new information about conceptual change.
  25 KB (3,832 words) - 21:01, 11 January 2008
• Example-rule coordination
  ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]
  5 KB (607 words) - 03:40, 12 December 2007
• Example-rule coordination principle
  ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]
  5 KB (610 words) - 15:41, 31 August 2011
• Extending Reflective Dialogue Support (Katz & Connelly)
  == Extending Automated Dialogue Support for Robust Learning of Physics == ...s (Katz)|(Katz, Connelly, & Treacy)]] by trying to better support [[robust learning]] via a third condition in which students work through longer dialogues des
  19 KB (2,538 words) - 21:07, 4 May 2009
• FAQ for teachers
  ...ion helps the students the most, and contributes the most to the theory of learning. We do not want 'our' instruction to be better - we want to find which inst ...each study are carefully analyzed before being integrated into a theory of learning, in order to inform better design of instructional materials.
  5 KB (834 words) - 19:25, 28 June 2007
• Feature focusing
  Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant [[featur ...may also result in students spending more time during a [[learning events|learning event]] on a particular [[knowledge component]] and thus increase its [[str
  4 KB (464 words) - 22:05, 4 December 2009
• Feature validity
  [[Category:Coordinative Learning]] ...component are all relevant and none are irrelevant. Through the learning process of [[refinement]] a learner may modify an existing KC to produce a new one
  2 KB (232 words) - 15:43, 31 August 2011
• Fluency Summer Intern Project 2008
  ...ing 2008 for Study 2 of the project [[Fostering fluency in second language learning]] (De Jong, Halderman, and Perfetti). ...nces, followed by three sessions of [[Fostering fluency in second language learning|the 4/3/2 procedure]], which is designed to promote [[fluency]].
  10 KB (1,494 words) - 20:03, 8 December 2008
• Foundational skill building
  ...ills that need to be mastered in order to provide the basis for subsequent learning.
  172 bytes (26 words) - 15:42, 26 December 2006
• French gender attention
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  11 KB (1,553 words) - 21:29, 18 August 2010
• French gender cue learning through optimized adaptive practice
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  11 KB (1,561 words) - 16:14, 5 December 2007
• French gender cues
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  7 KB (955 words) - 13:40, 18 August 2010
• French gender prototypes
  We predict that the frequent single noun will accelerate learning, but it is possible that the acceleration will come at the cost of reduced ...instruction benefit from a salient example in the absence of explicit rule learning?
  7 KB (1,026 words) - 22:16, 4 October 2008
• Geometry Greatest Hits
  ...rrent common practice), especially if the principles are tied to different learning mechanisms. This project will test this hypothesis, focusing on the followi The PSLC’s in-vivo methodology, as well as standard practice in learning science, generally focuses on testing one principle at a time. This approac
  7 KB (946 words) - 14:31, 7 September 2011
• Glossary Instructions
  <nowiki>[[Category:Learning Process]]</nowiki> <nowiki>[[Category:Coordinative Learning]]</nowiki>
  2 KB (352 words) - 14:32, 9 May 2007
• Goal setting and its constructs
  Goal setting is a process that involves setting up specific objects, measurements and strategy to ach ...goals under the final one or the steps toward the termination of the whole process.
  9 KB (1,311 words) - 18:39, 13 May 2009
• Handwriting Algebra Tutor
  ...nts imposed on students producing a solution (allowing the problem-solving process to benefit from foundational fluency in handwriting). ...es. We have also shown preliminary evidence that handwriting also provides learning benefits, in that students solving the same problems by handwriting as othe
  4 KB (550 words) - 02:44, 23 April 2007
• Harnessing what you know
  == Harnessing what you know: The role of analogy in robust learning == ...y structured courses such as physics; however, the empirical literature on learning suggests that far transfer is much more difficult than traditional pedagogy
  20 KB (2,996 words) - 14:46, 29 May 2009
• Hausmann Diss
  ...orative and critical dialog: Two potentially effective problem-solving and learning interactions == ...oth. Two aspects of peer dialog that have been shown to be correlated with learning are elaboration and constructive criticism. Elaboration can be defined as a
  14 KB (1,976 words) - 17:02, 10 October 2008

View (previous 20 | next 20) (20 | 50 | 100 | 250 | 500)