Volume 41, Issue 1, January 2013

ISSN: 0020-4277 (Print) 1573-1952 (Online)

In this issue (10 articles)

  1. No Access

    OriginalPaper

    Effect of worked examples and Cognitive Tutor training on constructing equations

    Stephen K. Reed, Albert Corbett, Bob Hoffman, Angela Wagner… Pages 1-24
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    Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks

    Nicole C. DiDonato Pages 25-47
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    Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science

    Lucia Mason, Pietro Boscolo, Maria Caterina Tornatora… Pages 49-79
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    Transfer and conceptual change: the change process from the theoretical perspectives of coordination classes and phenomenological primitives

    Omer F. Ozdemir Pages 81-103
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  5. OriginalPaper

    How effective is instructional support for learning with computer simulations?

    Marc Eckhardt, Detlef Urhahne, Olaf Conrad, Ute Harms Pages 105-124
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  6. OriginalPaper

    Fostering students’ evaluation behaviour while searching the internet

    Amber Walraven, Saskia Brand-Gruwel, Henny P. A. Boshuizen Pages 125-146
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    Co-construction of knowledge in tertiary online settings: an ecology of resources perspective

    Nicola Westberry, Margaret Franken Pages 147-164
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    Explaining Newton’s laws of motion: using student reasoning through representations to develop conceptual understanding

    Bruce Waldrip, Vaughan Prain, Peter Sellings Pages 165-189
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    Investigating the mechanisms of learning from a constrained preparation for future learning activity

    Stephanie A. Siler, David Klahr, Norman Price Pages 191-216
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    The impact of embedding multiple modes of representation within writing tasks on high school students’ chemistry understanding

    Mark A. McDermott, Brian Hand Pages 217-246
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