Many studies investigating inquiry learning in science domains have appeared over the
years. Throughout this period, inquiry learning has been regularly criticized by scholars who …

How do learners make sense of what they are learning? In this article, I present a new
framework of sense-making based on research investigating the benefits and boundaries of …

The COVID-19 pandemic has caused both unprecendented disruptions and massive
changes to education. However, as schools return, these changes may disappear …

When the original Visible Learning® was published in 2008, it instantly became a publishing
sensation. Interest in the book was unparalleled; it sold out in days and was described by …

When learning a new concept, should students engage in problem solving followed by
instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a …

In this commentary, we examine the papers in a special issue on “Developments and Trends
in Learning with Instructional Video”. In particular, we focus on basic findings concerning …

Recently, there has been a growing interest in learning approaches that combine two
phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often …

Background Lecturers give feedback on assessed work in the hope that students will take it
on board and use it to help regulate their learning for the next assessment. However, little is …

This study demonstrates an existence proof for productive failure: engaging students in
solving complex, ill-structured problems without the provision of support structures can be a …

I n ancient times, teaching and learning were accomplished through apprenticeship: We
taught our children how to speak, grow crops, craft cabinets, or tailor clothes by showing …