While Kozma (Kozma 2003) suggested design principles to increase connections between representations for supporting students' domain understanding, DeFT (Design, Functions, Tasks) principles were implemented in the DEMIST learning environment (Ainsworth and VanLabeke 2004).
Problem-based learning (PBL) tend to be characterized by students working collaboratively in small groups, with learning centred on problems relevant to the students' domain of study and much time spent on self-directed learning.
Expanding the prevalent within-domain perspective, the present study investigated how students' domain-specific ability self-concepts relate to the value they attach to school.
The present study investigates the influence of students' domain-specific prior knowledge and prevailing feelings of situational uncertainty on verbal interactions during whole-class dialogue in vocational education.
We thus provide new insights into factors related to the transfer between students' domain-specific and cross-curricular knowledge and skills (Capability-Utilisation Hypothesis).
Key aims of this study were to identify relationships between students' domain-general theory-of-intelligence, task-specific mathematics self-efficacy, and mathematics achievement, and the effects on these variables of teacher-implemented micro-interventions.
Three waves of data were collected in a quasi-experimental, longitudinal design, using a questionnaire designed to measure students' domain-general beliefs about their capacity to increase their intelligence and task-specific beliefs about their mathematics capability, and a mathematics achievement test.
Emphasis on support of students' affective domain, especially for reflection purposes The finding that students were uninterested in reviewing their own blogs suggests that they saw blogs as a burden rather than as an opportunity for critical reflection.
The PIT results described a significant increase in fourth and fifth year medical students for Domain B and a decrease among sixth year students and residents.
Predicted scores for these students at the age of 16 could be calculated as (overline{S}^d+beta _1(16-overline{YearsInSpain})), where (overline{S}^d) is the average score of all immigrant students in domain (d) and (overline{YearsInSpain}) is the number of years that an average immigrant student lived in Spain.
