Affiner les résultats

Quantifying Doctors' Argumentation in General Practice Consultation Through Content Analysis: Measurement Development and Preliminary Results

Labrie, Nanon ; Schulz, Peter

In: Argumentation, 2015, vol. 29, no. 1, p. 33-55

Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance

Schukajlow, Stanislaw ; Blomberg, Judith ; Rellensmann, Johanna ; Leopold, Claudia

In: Contemporary Educational Psychology, 2021, vol. 65, no. 101967, p. 1-11

The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strategy and modelling performance. We explored the...

Preparing pupils to cooperate during cooperative controversy in grade 6: a way to increase positive interactions and learning?

Golub, Mijal ; Buchs, Céline

In: European Journal of Psychology of Education, 2014, vol. 29, no. 3, p. 453-466

Individual differences in cognitive plasticity: an investigation of training curves in younger and older adults

Bürki, Céline ; Ludwig, Catherine ; Chicherio, Christian ; de Ribaupierre, Anik

In: Psychological Research, 2014, vol. 78, no. 6, p. 821-835

Advanced Driver Assistance Systems and Animals

Bendel, Oliver

In: KI - Künstliche Intelligenz, 2014, vol. 28, no. 4, p. 263-269

A teacher perspective on benefits and challenges of peer-assessment

Grob, Regula ; Holmeier, Monika ; Labudde, Peter

In: Electronic Proceedings of the ESERA 2017 Conference. Research, practice and collaboration in science education, 2018, p. 1416-1422

Formative assessment has been suggested as a means to support student learning in inquiry-based science education. However, teachers need support in implementing formative assessment practices, such as peer-assessment, in their daily teaching. As a prerequisite for shaping suitable means of support, primary and upper secondary teachers’ perspectives on benefits and challenges of peer-assessment...

Sleep and language learning

Rasch, Björn

In: Brain and Language, 2017, vol. 167, p. 1-2

Learning through inter- and intradisciplinary problem solving: using cognitive apprenticeship to analyse doctor-to-doctor consultation

Pimmer, Christoph ; Pachler, Norbert ; Nierle, Julia ; Genewein, Urs

In: Advances in Health Sciences Education, 2012, vol. 17, no. 5, p. 759-778

Is a partner's competence threatening during dyadic cooperative work? It depends on resource interdependence

Buchs, Céline ; Butera, Fabrizio

In: European Journal of Psychology of Education, 2009, vol. 24, no. 2, p. 145-154

Learning in multiple contexts: are there intra-, cross- and transcontextual effects on the learner's motivation and help seeking?

Gurtner, Jean-Luc ; Gulfi, Alida ; Genoud, Philippe ; de Rocha Trindade, Bernardo ; Schumacher, Jérôme

In: European Journal of Psychology of Education, 2012, vol. 27, no. 2, p. 213-225