Instructional Science

This study examines the impact of incorporating cloze tests during pauses in classroom instruction as retrieval practice activities, using Audience Response Systems (ARS) for delivery. While ARSs traditionally rely on multiple-choice questions, cloze tests offer a potentially efficient alternative that aligns with retrieval practice principles. Two experiments were conducted to evaluate the efficacy of inserting computer-administered cloze tests during pauses in classroom slideshow lessons using an application called i-cloze. Experiment 1 involved 82 fifth-grade students learning history, and Experiment 2 involved 95 tenth-grade students in English as a Foreign Language (EFL) lessons. Results from Experiment 1 showed no significant benefits of the i-cloze method, likely due to cognitive overload imposed by the content design, the i-cloze tasks, and limited familiarity with the technology. Experiment 2 demonstrated significant improvements in memory and partial improvements in comprehension for students in the i-cloze condition. These findings suggest that cloze-based retrieval practice, when appropriately aligned with lesson content and student readiness, holds promise as an innovative ARS format. EFL contexts may be especially well suited for this approach. Future research should explore how task complexity, content type, and technological familiarity influence the effectiveness of the i-cloze method in diverse educational settings.

In the pursuit of inclusive classrooms, educators have identified the importance of teachers’ responsiveness to the particular students they teach. To date, research on responsive teaching has emphasized students’ subjectivities. In this study, we use a situative perspective on teacher learning to examine teachers’ subjectivities as they learn and sustain responsive instructional practice. Using fieldnotes, video, and interviews from two critical events, we analyze what happened when teachers encountered students who challenged something core to their visions of teaching, asking, how do contextual resources shape teachers’ responsiveness to students in challenging teaching situations? Through the case analysis, we show that contextual resources shape teachers’ agentic responses in challenging teaching situations, offering different possibilities for their epistemic and relational agency, which, in turn, shapes their interpretations of student behavior. We highlight the emotional labor involved in maintaining responsive teaching, particularly in challenging situations. This paper underscores how teachers’ capacity for responsive instruction can be amplified or reduced by the complex systems and multiple relationships in their schools.

Learning and relational goals are inherently intertwined in collaborative teacher learning. However, they present tensions that facilitators of professional development (PD) groups need to navigate. Scholars increasingly advocate for problem-based, collaborative teacher learning and highlight the central role that emotions play in teacher learning. However, scarce research has examined how facilitators manage emotion display in PD settings, navigating between relational and learning goals. This ethnographic study explores how facilitators respond to teachers' emotional displays and how their responses serve either or both relational and learning goals. We analyzed a case study of a video-recorded problem-based PD program for elementary and middle school science teachers. We used linguistic ethnographic microanalysis to identify seven facilitation strategies and mapped them onto two continuums: (1) recognizing the emotion (relational goal) and (2) exploring the emotion (learning goal). We present rich illustrations for each strategy and argue that it is possible, and in many cases desirable, to navigate the tension between relational and learning goals by integrating the recognition and exploration of emotions. We furthermore suggest that consistently avoiding or preventing the discussion of teacher emotions may constitute emotional rules that exclude emotions from pedagogical discourse and, hence, miss out on a significant dimension of learning to teach.

Howard Gardner’s Multiple Intelligences (MIs) theory has garnered significant attention in recent years. However, the effects of MI-informed tasks on various dimensions of second language (L2) learning require further investigation, particularly within the English as a Foreign Language (EFL) context in Iran. Thus, this study explored three key Objectives: First, how MI-informed tasks influence EFL learners’ willingness to communicate (WTC). Second, how these tasks impact academic engagement among EFL learners. Third, whether MI-informed tasks significantly enhance EFL learners’ academic success. For the first two objectives, 20 intermediate-level EFL learners were purposively sampled and invited to participate in semi-structured interviews. For the third objective, 40 intermediate-level EFL learners, aged 18 to 23, were selected from two intact classes at a private language institute and were randomly assigned to a control and an experimental group. The participants underwent a pretest, interventions, and a posttest. The results of the thematic content analysis disclosed that MI-informed tasks positively affected EFL learners’ WTC through engagement and active participation, confidence and self-efficacy, peer interaction and collaboration, variety and engagement in learning activities, and sense of autonomy and empowerment. Additionally, the qualitative results revealed that MI-informed tasks substantially enhanced the EFL learners’ engagement via active participation and involvement, enthusiasm and motivation, collaboration and peer interaction, variety and novelty in learning experiences, and sense of ownership and autonomy. Furthermore, independent t-test results showed that the experimental group outperformed the control group in terms of academic success. The implications are discussed for various EFL stakeholders.

Teachers’ collegial conversations can be important sites for teachers’ learning, but sometimes result in deficit narratives about students and families. Research seldom “gets inside” teachers’ collegial conversations to shed light on when and why deficit narratives arise. In this study, we investigate how deficit narratives are co-constructed, and what function they serve in teachers’ discourse. Specifically, we look at the relationship between teachers’ assignation of responsibility in relation to teacher vulnerability. Critical discourse analysis makes visible how teacher vulnerability and emotions precipitated deficit narratives. Across cases, we found that teachers offered deficit narratives in response to teacher vulnerability under emotional regimes that disallowed strong negative emotions. These deficit narratives served to shift the threat and return teachers’ emotions to acceptable levels under these emotional regimes. These findings have implications for design of teachers’ learning environments; in addition to addressing deficit ideas themselves, findings suggest the importance of attending to how emotional regimes structure teachers’ responses to vulnerability in teachers’ collegial talk.

Individuals with Down syndrome face cognitive limitations that hinder learning and understanding in various contexts. Dance, which has rarely been explored in special education, offers improvements in acquiring skills including motor and emotional development. The use of mobile learning tools can also have a positive impact on the learning process and motivation. This work presents the development and evaluation of a mobile learning tool in the context of dance called MyDanceDown. This tool is proposed as a complement to practical activities for learning basic classical dance steps, to be used both in class and at home by students with special educational needs. A pre-post-test experience with the tool was conducted, involving 6 students with Down syndrome during a summer course at the Danza Down Association. Both dance competence and the emotional state of the participants were evaluated during the experience. The results offered three main findings. First, the students showed a statistically significant improvement in their dance competence at the end of the experience compared to the beginning. Second, the correct or incorrect completion of the task influences the emotion of enjoyment, with students being nine times more likely to experience enjoyment if the task is completed correctly, while the probability of feeling anger increases by 50% if it is completed incorrectly. Third, there were indications that increasing the complexity of the task tends to negatively affect the experience of enjoyment during learning.

This study investigated the effectiveness of metacognitive strategy (MS) instruction on listening comprehension and metacognitive awareness among low-proficiency EFL learners in Taiwan. Using a quasi-experimental mixed-methods design, the research involved 95 first-year university students divided into an experimental group (EG) that received MS instruction and a control group (CG) that received regular instruction without MS treatment. Quantitative data were analyzed using paired-sample t-tests to compare pretest and posttest scores within groups and ANCOVA to compare posttest outcomes between groups while controlling for initial proficiency. The EG demonstrated significant improvements in listening proficiency, with a substantial increase in posttest Oxford Placement Test (OPT) scores (p < 0.001, medium effect size), whereas the CG showed no notable changes. The Metacognitive Awareness Listening Questionnaire (MALQ) scores revealed a significant within-group increase for the EG, although ANCOVA results showed limited between-group effects. Qualitative content analysis of reflective journals, supported by interrater coding and Kappa reliability measures, highlighted evolving strategy use over time, with students in the EG adopting a more intentional and refined approach to listening strategies. Overall, the findings assert the potential of MS instruction to enhance listening skills and self-regulated learning among low-proficiency EFL learners.

Research highlights the potential of interprofessional in-situ simulation (ISS); however it is often limited by individualistic outcome measures. Using an activity theoretical design, this research aimed to develop, implement and analyse an ISS programme intended to promote expansive learning and organisational change for paediatric emergencies in general practice. An interprofessional team participated in an adapted Change Laboratory intervention ‘SimLab’, which consisted of four sessions comprising two ISS and four facilitated group discussions. Audio recorded group discussions were transcribed and analysed using activity-theoretical analytical tools, the cycle of expansive learning, and the concept of contradictions. Participants mapped a learning process, from questioning their current practice to consolidation and generalisation of collaboratively designed new practices. This enabled the team to develop their collective expansive learning and adopt a systemic perspective during discussions, enhancing paediatric emergency care preparedness and facilitating organisational change. This research provides new knowledge on theory guided design and instruction applied to paediatric emergency care ISS training in general practice. The study provides tools to improve our understanding of how to pedagogically facilitate and enhance delivery of interprofessional ISS training to enable expansive learning. The SimLab design, is potentially transferrable providing exciting learning opportunities for other clinical settings and contexts.

The current research implemented the Predict Observe and Explain (POE) instructional approach in mathematics and examined its efficacy in enhancing students' understanding of functions in terms of their ability to connect algebraic and graphical representations in optimization problems. Two grade 11 classes (40 students in total) and two grade 10 classes (42 students in total) participated in this study, for a combined total of 82 students. Following a quasi-experimental design, students in the experimental group solved six open mathematical tasks in a small group setting. They were explicitly asked to predict the outcome before attempting to solve the tasks, make observations using concrete materials and finally attempt a solution. They were then expected to reflect on their observation and initial predictions to interpret their findings. The control group students were given the same tasks without an explicit heuristic. They directly attempted to solve the same problems without prediction and observation. The data were collected using students' written responses to each task. Students' responses to the tasks were assessed based on the following criteria: understanding, constructing, using a mathematical model, communicating and interpreting results. An independent samples t-test showed that the POE strategy improved students' learning in cognitive domains. The POE strategy helped students better understand the problem, select and apply appropriate mathematical methods and interpret their findings. Students in the control group spent more time discussing and integrating clues into possible solutions to the given tasks. The results were interpreted within the framework of inquiry-based education, informed by semiotic representation theory.

Cognitive load theory describes the mechanisms for the transfer of information from human working memory to long-term memory. This theory posits that increasing the number of interactive elements, such as interconnections, may increase cognitive load. This study investigates the impact of interconnections in concept maps on cognitive load, exploring whether they act as interactive elements in working memory increasing cognitive load, or function as structuring elements potentially reducing cognitive load. Well-structured concept maps may potentially lower cognitive load by effectively organizing information. In an experiment with 81 first-year postgraduate students, participants were divided into two groups: one group studied concept maps with fewer interconnections and another one with more interconnections. Results revealed a significant reduction in extraneous cognitive load for the group with more interconnections, while no significant differences were observed in intrinsic or germane cognitive load. These findings align with cognitive load theory and help expand it by suggesting that interconnections act as structuring elements that facilitate learning by organizing knowledge, leading to a decrease in extraneous cognitive load. This research demonstrates that the use of concept maps may optimize cognitive load and shows that the addition of structure in instructional materials doesn’t lead to overload for students.

This paper provided new evidence on three kindergarten instructional practices that may be associated with better reading and math skills, particularly for children of less educated parents: (1) full-day kindergarten; (2) more instructional time; and (3) ability grouping. The analysis used Early Childhood Longitudinal Study Kindergarten Cohort 2010–2011 on a large and nationally representative sample of children (N = 14,350) who entered kindergarten in fall 2010 (mean age = 67 months) and hierarchical linear models. Results show that children of less-educated parents were more likely than their peers to experience these practices. Findings also reveal that the practices were positively associated with reading growth in kindergarten, regardless of parental education, but not thereafter. In terms of math, full day kindergarten, but not instruction time or ability grouping, was associated with higher growth rates during kindergarten, again regardless of parental education.

Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design (N = 165), we manipulated secondary school students’ relevant prior knowledge activation by systematically varying the coverage of conceptual components of the targeted concept in solution attempts that students study in the preparatory phase: Students received solution attempts with either a high or a low coverage of conceptual components. The results reveal that students do not necessarily have to activate relevant prior knowledge covering all aspects of the targeted concept prior to instruction. Activating some relevant knowledge can prepare students for subsequent instruction and benefit students of all levels of prior knowledge. Moreover, we provide first evidence that students’ prior knowledge activation becomes visible in their intermediate knowledge.

As education systems confront the growing need for autonomous learners, the requirement from teachers to exhibit self-regulated learning and teaching (SRL&T) abilities intensifies. However, research investigating teachers’ roles as mentors for their students’ self-regulated learning (SRL), particularly regarding teachers’ SRL&T within schools, remains limited. Our research examines the relationship between teachers’ progression in SRL&T and the consequent impact on their students’ SRL. We emphasized reflection as the crucial skill that serves to enhance both teachers’ professional development and students’ SRL. We investigated two science teachers and 101 of their 10th, 11th, and 12th-grade students using a mixed-methods approach. We extracted themes and categories related to teachers’ perceptions of SRL&T change while implementing SRL&T in their classes, as well as their students’ reflection levels. A specially developed rubric helped determine the teachers’ assessment knowledge and reflection levels as expressed in their online assignments. Findings indicate a parallel progression in teachers’ SRL&T proficiency and students’ reflective capacities. Teachers’ efficacy in implementing SRL&T depended on the development of their understanding of SRL and their autonomy in designing the SRL-enriched modules. The study contributes both theoretically, by elucidating teachers’ role in fostering SRL&T, and methodologically, by introducing a novel approach for analysing reflections of teachers and students.

Expertise plays a significant role in shaping self-regulated learning (SRL) by influencing how individuals set goals, monitor progress, employ strategies, and reflect on their learning process. However, comprehensive data on this link is sparse in medical contexts. This paper investigates the transitions of SRL phases during clinical-reasoning tasks with a multimedia system, CresME, designed to elicit clinical-reasoning processes using illness scripts. We investigate whether experts utilize more frequent and diverse SRL phase transitions and have better diagnostic performance than novices. Thirty-four participants from a North American Medical School were trained to think-aloud and solved five clinical cases related to the common cough with CResME. Verbalizations were transcribed and coded for SRL phases based on Zimmerman and Moylan’s socio-cognitive model of SRL. Sequential pattern mining revealed that experts exhibited less frequent but more diverse SRL phase transitions than novices, yet these relations did not always result in better diagnostic performance. Instead, the relations between expertise, SRL, and diagnostic performance were dependent on the case. These insights hold implications for assessing SRL phases during clinical reasoning activities to guide just-in-time and personalized support with multimedia systems in medical education.

The effectiveness of science problem-based learning (PBL) is highly dependent on individual students’ variability. Researchers have shown the need for cognition (NFC) and motivation are significant factors. Despite the acknowledged impact of these constructs, there is a gap in understanding the relationships among NFC, motivation, and learning outcomes in science PBL for diverse students. To fill this gap, we conducted a correlational study in the southwestern United States and examined the influence of NFC on middle school students’ (n = 478) motivation and learning outcomes in science PBL, taking into account their varying NFC levels (measured by Cacioppo et al., 1984), motivation (measured by Ryan & Deci, 2000), race, and gender. Confirmatory factor analysis, two-step structural equation modeling (SEM), and multigroup SEM were used to analyze the data. The results indicated that NFC played a critical role in boosting motivation for both science learning in general and science PBL, ultimately leading to improved science knowledge. However, the direct link between motivation specific to science PBL and knowledge gains was statistically nonsignificant, suggesting other unmeasured factors may also influence how science PBL influences learning outcomes. Additionally, the significant impact of NFC on motivation for science learning was detected in the high NFC group but not in the low NFC group. Regarding the possible moderation of race and gender factors, only race showed a partial moderation effect. This study contributes to a more nuanced understanding of how NFC, motivation, and socio-demographic factors influence learning outcomes, offering directions that may foster more inclusive and effective science education strategies.

The multiple methods study was utilized to determine the following: (1) the relationship between reading/special education teachers’ instruction of processes designed to engage readers in thinking about what they read, (2) students’ use of the processes, and (3) comprehension development. This was followed by qualitatively examining performance utilizing contingent teaching and the self-direction dimension, and student application of 8 students. This is the first study to assess all three jointly. Moreover, this study is the first to examine instructional scaffolding of the engaged reader process in such depth. The study examined planned and interactional scaffolding in comprehension. Fidelity of implementation ratings and percentage of time allocated to the instruction of engaged reader processes were examined to see if they predicted comprehension post-test scores for 85 students. Adding the variables of instructional time and fidelity only increased the explanation of the variance by 2%, a total of 27% with the control variables. Qualitative results displayed the importance of explicit instruction in domain information on how and why engaged reader processes should be used. Additionally, providing feedback on domain information was a key ingredient in effective scaffolding.