Instructional Science 2005: Vol 33 Table of Contents

2005·1.1 MB·English

Instructional Science (2005) 33: 575-577
DOI 10.1007/s11251-005-2759-0
CONTENTS OF VOLUME 33 2005
Volume 33 No. 1
Armin Weinberger, Bernhard Ertl, Frank Fischer & Heinz Mandl:
Epistemic and _ social scripts in computer—supported
collaborative learning
Avner Caspi, Paul Gorsky & Meira Privman: Viewing
comprehension: Students’ learning preferences and strate-
gies when studying from video
Robert A. Ellis, Charlotte E. Taylor & Helen Drury: Evaluating
writing instruction through an investigation of students’
experiences of learning through writing
Daniel Bodemer, Rolf Ploetzner, Katrin Bruchmiller & Sonja
Hacker: Supporting learning with interactive multimedia
through active integration of representations
Instructions for Authors
Volume 33 No. 2
Mohammad Saleh, Ard W. Lazonder & Ton de Jong: Effects of
within-class ability grouping on social interaction, achievement,
and motivation 105-119
Arja Byman, Sanna Jarvela & Paivi Hakkinen: What is reciprocal
understanding in virtual interaction? 121-136
Michael Prosser, Elaine Martin, Keith Trigwell, Paul Ramsden &
Gillian Lueckenhausen: Academics’ experiences of under-
standing of their subject matter and the relationship of this to
their experiences of teaching and learning 137-157
Ming-Fai Pang & Ference Marton: Learning Theory as Teaching
Resource: Enhancing Students’ Understanding of Economic
Concepts 159-191
576
Volume 33 No. 3
Marcel V.J. Veenman, Rosalie Kok & Anke W. Blote: The relation
between intellectual and metacognitive skills in early Adoles-
cence 193-211
Minna Kovalainen & Kristiina Kumpulainen: The discursive
practice of participation in an elementary classroom community 213-250
Anique B.H. De Bruin, Margaretha W.J. Van de Wiel,
Remy M.J.P. Rikers & Henk G. Schmidt: Examining the
Stability of experts’ clinical case processing: An experimental
manipulation 251-270
Marleen Soppe, Henk G. Schmidt & Rachel J.M.P. Bruysten:
Influence of problem familiarity on learning in a problem-based
course 271-281
Volume 33 No. 4
David Watkins, Bo Dahlin & Mats Ekholm: Awareness of the
backwash effect of assessment: A phenomenographic study
of the views of Hong Kong and Swedish lecturers 283-309
Esen Uzuntiryaki & Omer Geban: Effect of conceptual change
approach accompanied with concept mapping on under-
standing of solution concepts 311-339
Damian P. Birney, Gerard J. Fogarty & Ashley Plank: Assessing
schematic knowledge of introductory probability theory 341-366
Volume 33 No. 5-6
Special Issue:
Scaffolding Self-regulated Learning and Metacognition:
Implications for the Design of Computer-based Scaffolds
Guest Editors:
Roger Azevedo and Allyson F. Hadwin
Roger Azevedo & Allyson F. Hadwin: Scaffolding self-regulated
learning and metacognition — Implications for the design of
computer-based scaffolds 367-379
Roger Azevedo, Jennifer G. Cromley, Fielding |. Winters, Daniel
C. Moos & Jeffrey A. Greene: Adaptive human scaffolding
facilitates adolescents’ self-regulated learning with hypermedia 381-412
Allyson Fiona Hadwin, Lori Wozney & Oonagh Pontin: Scaffolding
the appropriation of self-regulatory activity: A socio-cultural
analysis of changes in teacher—student discourse about a
graduate research portfolio 413-450
Sadhana Puntambekar & Agni Stylianou: Designing navigation
451-481
support in hypertext systems based on navigation patterns
Ikseon Choi, Susan M. Land & Alfred J. Turgeon: Scaffolding
peer-questioning strategies to facilitate metacognition during
online small group discussion 483-511
Nada Dabbagh & Anastasia Kitsantas: Using web-based
pedagogical tools as scaffolds for self-regulated learning 513-540
Susanne P. Lajoie: Extending the scaffolding metaphor 541-557
Philip H. Winne: A perspective on state-of-the-art research on
self-regulated learning 559-565
instructions for Authors 567-573
Contents of Volume 33 5/5-577