Volume 5
Number 1, April 2010
Articles | |
Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing Lucia Mason & Rainer Bromme | 1–6 |
Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition Rainer Bromme, Stephanie Pieschl & Elmar Stahl | 7–26 |
Epistemic profiles and metacognition: support for the consistency hypothesis Krista R. Muis & Gina M. Franco | 27–45 |
Epistemological beliefs and epistemic strategies in self-regulated learning Tobias Richter & Sebastian Schmid | 47–65 |
Epistemic metacognition in context: evaluating and learning online information Lucia Mason, Angela Boldrin & Nicola Ariasi | 67–90 |
The role of personal epistemology in the self-regulation of internet-based learning Helge I. Strømsø & Ivar Bråten | 91–111 |
Epistemology, metacognition, and self-regulation: musings on an emerging field Barbara K. Hofer & Gale M. Sinatra | 113–120 |
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Volume 3
Number 3, December 2009
Articles | |
Introducing learning infrastructures: invisibility, context, and governance Jeremy Hunsinger | 111–114 |
Virtual office hours as cyberinfrastructure: the case study of instant messaging Jeren Balayeva & Anabel Quan-Haase | 115–130 |
Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning Philipp Budka & Claudia Schallert | 131–142 |
The Brisbane Media Map: participatory design and authentic learning to link students and industry Christy Collis, Marcus Foth & Ronald Schroeter | 143–155 |
Learning to succeed in a flat world: information and communication technologies for a new generation of business students Alex Ramirez, Michael J. Hine, Shaobo Ji, Frank Ulbrich & Rob Riordan | 157–175 |
The educational (im)possibility for dietetics: a poststructural discourse analysis Jacqui Gingras | 177–191 |
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Volume 13
Number 1, March 2010
Articles | |
Pictures are necessary but not sufficient: using a range of visual methods to engage users about school design Pamela Woolner, Jill Clark, Elaine Hall, Lucy Tiplady, Ulrike Thomas & Kate Wall | 1–22 |
Self-processes and learning environment as influences in the development of expertise in instructional design Xun Ge & Patricia L. Hardré | 23–41 |
Characterising a teaching and learning environment capable of motivating student learning David Kember, Amber Ho & Celina Hong | 43–57 |
Approaches to teaching in higher education: validation of a Dutch version of the Approaches to Teaching Inventory Ann Stes, Sven De Maeyer & Peter Van Petegem | 59–73 |
New dimensions in the classroom climate Raed Zedan | 59–73 |
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Volume 21
Number 1, February 2010
Articles | |
One size fits none? Charles R. Ault | 1–5 |
Pedagogical content knowledge and the 2003 Science Teacher Preparation Standards for NCATE accreditation or state approval Rita Hagevik, William Veal, Erica M. Brownstein, Elizabeth Allan, Cathy Ezrailson & Joseph Shane | 7–12 |
Development of instruments to assess teacher and student perceptions of inquiry experiences in science classrooms Todd Campbell, Nor Hashidah Abd-Hamid & Heather Chapman | 13–30 |
Recognizing students' scientific reasoning: a tool for categorizing complexity of reasoning during teaching by inquiry Erin Dolan & Julia Grady | 31–55 |
Analysis of essential features of inquiry found in articles published in the science teacher, 1998–2007 Loretta D. Asay & MaryKay Orgill | 57–79 |
Development of preservice teachers' ability to critique and adapt inquiry-based instructional materials Ravit Golan Duncan, Vicky Pilitsis & Melissa Piegaro | 81–102 |
Developing elementary teachers' understandings of hedges and personal pronouns in inquiry-based science classroom discourse Alandeom W. Oliveira | 103–126 |
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