This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and…

Two computer-based instructional design strategies were investigated to improve the two-phase process of concept learning by being response sensitive to error patterns. The first strategy determined the format of examples by adaptive or fixed selection; the second strategy adjusted the selection according to rules of generalization and…

This study focused on the transition in memory between conceptual knowledge formation and procedural knowledge development. The first variable--display time interval--controlled the amount of instructional display time of each interrogatory example; the second variable--content sequence--sequenced examples according to response-sensitive decision…