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Direct linkKatrin Schuessler; Vanessa Fischer; Maik Walpuski – Instructional Science: An International Journal of the Learning Sciences, 2025
Cognitive load studies are mostly centered on information on perceived cognitive load. Single-item subjective rating scales are the dominant measurement practice to investigate overall cognitive load. Usually, either invested mental effort or perceived task difficulty is used as an overall cognitive load measure. However, the extent to which the…
Descriptors: Cognitive Processes, Difficulty Level, Rating Scales, Construct Validity
Iannacchione, Alisionna; Ottmar, Erin; Ngo, Vy; Mason, Craig A.; Chan, Jenny Yun-Chen; Smith, Hannah; Drzewiecki, Kathryn C.; Shaw, Stacy T. – Instructional Science: An International Journal of the Learning Sciences, 2023
Prior research has shown negative relations between math anxiety and math performance. We posit that one potential pathway through which math anxiety influences performance of math equivalencies is through help seeking behavior during learning. Here, we examine whether middle school students' behavior, specifically the frequency of hint requests,…
Descriptors: Mathematics Anxiety, Prior Learning, Prompting, Mathematics Achievement
Begolli, Kreshnik Nasi; Dai, Ting; McGinn, Kelly M.; Booth, Julie L. – Instructional Science: An International Journal of the Learning Sciences, 2021
Proportional reasoning failures seem to constitute most errors in probabilistic reasoning, yet there is little empirical evidence about its role for attaining probabilistic knowledge and how to effectively intervene with students who have less proportional reasoning skills. We examined the contributions of students' proportional reasoning skill…
Descriptors: Probability, Mathematical Concepts, Demonstrations (Educational), Instructional Effectiveness
Wu, Hsin-Kai; Lin, Yu-Fen; Hsu, Ying-Shao – Instructional Science: An International Journal of the Learning Sciences, 2013
The purpose of this study was to investigate the effects of representation sequences and spatial ability on students' scientific understandings about the mechanism of breathing in human beings. 130 seventh graders were assigned to two groups with different sequential combinations of static and dynamic representations: SD group (i.e., viewing…
Descriptors: Spatial Ability, Prior Learning, Interaction, Semi Structured Interviews
Tapola, Anna; Veermans, Marjaana; Niemivirta, Markku – Instructional Science: An International Journal of the Learning Sciences, 2013
In this study we examined change in students' situational interest as a function of student and task characteristics. Fifth- and sixth-graders (n = 52) were assigned to one of two task conditions that used a different version of a science simulation. The versions differed in how concrete vs. abstract the simulation elements were.…
Descriptors: Science Education, Task Analysis, Elementary School Students, Prior Learning
Homer, Bruce D.; Plass, Jan L. – Instructional Science: An International Journal of the Learning Sciences, 2010
The influence of prior knowledge and cognitive development on the effectiveness of iconic representations in science visualizations was examined. Middle and high school students (N = 186) were given narrated visualizations of two chemistry topics: Kinetic Molecular Theory (Day 1) and Ideal Gas Laws (Day 2). For half of the visualizations, iconic…
Descriptors: Age, Prior Learning, Mechanics (Physics), Cognitive Development
