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12 th European Conference for Research onLearning and InstructionDeveloping Potentials for LearningBiennial MeetingBudapest, HungaryAugust 28 – September 1, 2007ABSTRACTSEdited byBenő Csapó and Csaba Csíkos
European Association for Research on Learning and Instruction12 th Biennial MeetingAugust 28 – September 1, 2007, Budapest, HungaryThis book provides the abstracts for all presentations of the EARLI 2007 Conference.<strong>Abstracts</strong> are in chronological orde by slot number of dates.© EARLI, Graduate School of Education, University of Szeged, Faculty of Arts6722 Szeged, Petőfi S. sgt. 30-34.HungaryTel.: +36 62 544 354www.edu.u-szeged.hu/phdEdited by Benő Csapó and Csaba CsíkosLayout: Edit Börcsökné Soós and Róbert Pap-SzigetiCover design: Mária BíróCover photo: János GehringISBN 978-963-482-836-5– 2 –
Page 5 and 6: KN1 1 .............................
Page 9: among teachers and peers). Pupils f
Page 12: Investigating the continuing effect
Page 16 and 17: Human cognitive architecture and it
Page 18 and 19: problem solving. In the next presen
Page 20 and 21: measured with teacher ratings, moni
Page 22 and 23: frequently between different extern
Page 24 and 25: A 728 August 2007 15:00 - 17:00Room
Page 26 and 27: the moment-to-moment constitution o
Page 28 and 29: understanding the origins of episte
Page 30 and 31: The taxonomy of the affective domai
Page 32 and 33: A 1028 August 2007 15:00 - 17:00Roo
Page 34 and 35: the Odd-One-Out. Within the MID gro
Page 36 and 37: century school. Students use them i
Page 38 and 39: Differential influences of working
Page 40 and 41: tasks. They scored lower than contr
Page 42 and 43: Teachers’ competences in multicul
Page 44 and 45: (13 studies since 1990: Van Gennip,
Page 46 and 47: feedback content (evaluative/inform
Page 48 and 49: self-regulated learning, separated
Page 50 and 51: of VEL and (3) to give additional e
Page 52 and 53:
An empirical study of a complex sys
Page 54 and 55:
The effects of extrinsic feedback a
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assessed using self-reports. Cluste
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three different countries (Crahay &
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about their own grade retention dec
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When learning seems (un)important:
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is generally defined as the theory
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of majors. Preliminary analyses con
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structure-property relations? Desig
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Instructional methods and their rel
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from the assumption that all three
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B 228 August 2007 17:30 - 18:50Room
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certain quantity of students prefer
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analyzed using a multilevel techniq
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activities, whether they have condu
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Effects of age and schooling on the
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Self processes of school friendship
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dual need to modify instructional p
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The aim of the present study was to
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irregular from a letter-sound corre
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Naming speed and the development of
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Identity construction of teacher-me
Page 96 and 97:
What do Mexican science teachers kn
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and vocational training interaction
Page 100 and 101:
Enhancing educational argumentation
Page 102 and 103:
Developing a research community in
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emphasised than post-lesson confere
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teaching reading in Hungary. The ex
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analysis. Our main finding is that
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A study of students’ experiences
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presented independent learning abil
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An evaluation of accredited teacher
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enhance self-regulated learning. Wi
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B 2328 August 2007 17:30 - 18:50Roo
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C 129 August 2007 08:30 - 10:30Room
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knowledge about relatively simple m
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different domains of learning and a
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Writers juggling error-detecting wi
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of SRL process. In addition to cont
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strategies into task-related "actio
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system, which is essential for the
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Proportional reasoning as a heurist
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tutors’ tactics and moves and tut
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feasible as there is often a cleare
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teaching practice placement period
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C 929 August 2007 08:30 - 10:30Room
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productions: words (oral or written
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Similarly, the accurate group showe
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enacting science inquiry, and to in
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C 1229 August 2007 08:30 - 10:30Roo
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classrooms and classroom instructio
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Multiple contemporaneous graphical
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observation/experiences to inventin
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Non-verbal indicators of metacognit
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understandings of the discipline ca
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teaching and learning and yet there
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communities in science) of early in
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goal is to help students to develop
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C 1829 August 2007 08:30 - 10:30Roo
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some data of a broader study conduc
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VideoPaper technology in supporting
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University of Toronto, Canada descr
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topic over the baseline results for
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Interest and Asperger’s Syndrome:
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Boundary-crossing in the training o
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elieve that capitalizing on previou
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the phases while different tools, i
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of interrelations between the devel
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multi-method longitudinal study we
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visualisations are not limited to s
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well as interactive participants wh
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Can differences in students’ math
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circuits, and to compare the effect
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question, the generated multimedia-
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The role of individual’s intellig
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in the people with mental handicapp
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ead around the syllabus. The study
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scores were subjected to a 5x3 (gro
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Coeducational or single-sex school:
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Re-reading during writing: The effe
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Theoretically we aim to contribute
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the paper is to explore possible wa
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ideas have accelerated the loss of
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A study of pupils’ science learni
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What do they mean to and for studen
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Students’ stories as a promoter o
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Supervising Masters research studen
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authenticity and complexity in the
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Community of knowledge- a conferenc
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their students. The teachers provid
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The evaluation of an educational sy
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curriculum. They call it family stu
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D929 August 2007 11:00 - 12:20Room:
Page 238 and 239:
Epistemological beliefs in child ca
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Collaborative peer groups in large
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Transitions in VET; the switch betw
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een used to analyse the structure o
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situation concerning students’ re
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KN1 229 August 2007 12:30 - 13:30Ro
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E 129 August 2007 14:30 - 16:30Room
Page 252 and 253:
Adventure". It is an adventure type
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cultures, awareness about stereotyp
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E 329 August 2007 14:30 - 16:30Room
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scale project which was funded from
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optimism in boys and uncertainty in
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adaptive learning behaviour in lear
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places less emphasis on the content
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defending an interpretation of teac
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Links between children’s starting
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E 829 August 2007 14:30 - 16:30Room
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used by the teacher to defend parti
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effects of after-school care and ed
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E 1029 August 2007 14:30 - 16:30Roo
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situational interest, and class per
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different learner characteristics h
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math. Responses to survey measures
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E 1329 August 2007 14:30 - 16:30Roo
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Metacognitive reflection and revisi
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teaching and research is limited. I
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E 1529 August 2007 14:30 - 16:30Roo
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discussed in terms of the opportuni
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as a control measure. Children with
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Language drills as peer-group L2
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Thinking aboput history in small gr
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activities have been conducted: a d
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Early language learning in Ireland:
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interviews and lesson observations.
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effects ought to be taken into acco
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fourth paper revisits the notion of
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organizing new experiences in a plo
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E 2329 August 2007 14:30 - 16:30Roo
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E 2429 August 2007 14:30 - 16:30Roo
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a chat interface, and perform other
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science show that first-generation
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alerting teachers to the warning si
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Values, Beliefs, Norms And the Disp
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following tests were administered t
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used physically in the situation. F
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F 629 August 2007 17:00 - 18:20Room
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F 729 August 2007 17:00 - 18:20Room
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esearch and intends to produce new
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If we teach students how to learn w
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many girls turn away from science.
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Motivated strategies for learning,
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Relations between parents’ educat
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outines, schemes, habits have learn
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also enriching their learning envir
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thinking. Video recordings of think
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F 1529 August 2007 17:00 - 18:20Roo
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community, but it is negatively rel
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theory (Strauss & Corbin, 1990).The
Page 354 and 355:
F 1829 August 2007 17:00 - 18:20Roo
Page 356 and 357:
F 1929 August 2007 17:00 - 18:20Roo
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F 2029 August 2007 17:00 - 18:20Roo
Page 360 and 361:
Invisible Differences: On the model
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F 2229 August 2007 17:00 - 18:20Roo
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G 130 August 2007 08:30 - 10:30Room
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studying working memory processes i
Page 368 and 369:
New wine in an old jar: Israeli Jew
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conceptual change. In this presenta
Page 372 and 373:
procedures. Journalists in particul
Page 374 and 375:
each other questions, explaining an
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University of St. Gallen/Switzerlan
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(N=116) is related to working memor
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252. Ashcraft, M. H. (1996). Cognit
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group (n=27) were not trained why a
Page 384 and 385:
an effective way. The results will
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G 930 August 2007 08:30 - 10:30Room
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questions, methodology and methods,
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2000). The present study investigat
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G 1130 August 2007 08:30 - 10:30Roo
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where participants create common ob
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fourth talk will address the questi
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of varying intelligence and experti
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Quantitative and qualitative analys
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contextual as well as individual re
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expanded, deliberated, and can beco
Page 406 and 407:
mathematical abilities over time. E
Page 408 and 409:
homework is the absence of a teache
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y providing students with training
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Think globally, act locally: How a
Page 414 and 415:
the portfolio instrument. Results o
Page 416 and 417:
y the students as significant to th
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42 participants and the variation o
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The usage of learner control and pr
Page 422 and 423:
effectiveness of their choices. The
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this specific learning context has
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students from different countries a
Page 428 and 429:
contribution, we report on a study
Page 430 and 431:
H130 August 2007 11:00 - 12:20Room:
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perception and teachers’ learning
Page 434 and 435:
the learning group? Data analysis w
Page 436 and 437:
Data-texts in science educationRich
Page 438 and 439:
and understanding graphs, D-Fitting
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A review of edutainment-softwareCla
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can potentially better the elderly
Page 444 and 445:
Developing students’ learning pot
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Sibren Fetter, Maastricht Universit
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Personality factors PF of medical s
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esponse tasks was developed and adm
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Spanish piano teachers’ conceptio
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position in company and family memb
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H630 August 2007 11:00 - 12:20Room:
Page 458 and 459:
integrative curriculum by a profess
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forum for comparing the similaritie
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hierarchical linear modeling (HLM)
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the adult learners have positive at
Page 466 and 467:
H830 August 2007 11:00 - 12:20Room:
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Teachers’ beliefs about the natur
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on Pekrun’s Control-Value Theory,
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KN2 230 August 2007 12:30 - 13:30Ro
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I 130 August 2007 14:30 - 16:30Room
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strongly dependent not only on cogn
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The stepwise unlocking of meanings:
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also considered. Both the individua
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traditions offer radically differen
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epresentation of a transformer to b
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was natural selection and animal ev
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with congruent assessment methods.
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I 730 August 2007 14:30 - 16:30Room
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construction of the Wýrzburg Phono
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contribute to these movement diffic
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epistemological beliefs, based on a
Page 498 and 499:
of variability. Van der Aalsvoort p
Page 500 and 501:
A dynamic systems approach to teach
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contradictions on different timesca
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I 1230 August 2007 14:30 - 16:30Roo
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episodes of exploratory talk, and t
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classroom goals and clear procedura
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children’s drawing, we now bring
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I 1530 August 2007 14:30 - 16:30Roo
Page 514 and 515:
Speeding up or slowing down the ani
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troublesome knowledge and builds on
Page 518:
the learning sciences. Moreover, a
Page 521 and 522:
schooling). A combination of both a
Page 523 and 524:
examine individual and contextual a
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I 2030 August 2007 14:30 - 16:30Roo
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Academic developers across Europe:
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understanding socially situated pra
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theoretical background consists of
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perceived as well as objectively me
Page 535 and 536:
strengths and shortcomings of teach
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environmental sensitivity: (1) Love
Page 539 and 540:
European countries) and the lowest
Page 541 and 542:
Students’ understanding about the
Page 543 and 544:
Expertise development in law: Acqui
Page 545 and 546:
Examining the effects of electronic
Page 547 and 548:
of the children’s preschool year.
Page 549 and 550:
Picturing colligatory concepts in h
Page 551 and 552:
Investigating teachers’ approache
Page 553 and 554:
esults are discussed with reference
Page 555 and 556:
a meaning to their mathematical kno
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how they performed in their daily l
Page 559 and 560:
J 1330 August 2007 17:00 - 18:20Roo
Page 561 and 562:
However, good procedures for learni
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four research-based principles of m
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previous study it appeared that pro
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The role of social integration and
Page 569 and 570:
instructional approaches in develop
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acquired more domain-specific knowl
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length, information value, elaborat
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J 2130 August 2007 17:00 - 18:20Roo
Page 577 and 578:
expertise about the teaching to the
Page 579 and 580:
graphophonological processing, in b
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etrospective to task performance, w
Page 583 and 584:
SIG Invited SymposiumSocial and psy
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Taking account of learner diversity
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interpretive zone. This analysis wi
Page 589 and 590:
visible that collaboration processe
Page 591 and 592:
the students in the small groups. P
Page 593 and 594:
automatically display beneficial le
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eliefs. In this symposium the advan
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K 731 August 2007 08:30 - 10:30Room
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learning. However in order to engag
Page 601 and 602:
examples, efficiency continued to i
Page 603 and 604:
young people and prevent their soci
Page 605 and 606:
K 1031 August 2007 08:30 - 10:30Roo
Page 607 and 608:
pseudo-proportional problems and im
Page 609 and 610:
solved an information problem while
Page 611 and 612:
democracy of children and adolescen
Page 613 and 614:
ehaviors (Ichilov, 2000; Torney-Pur
Page 615 and 616:
difficulties to regulate phases of
Page 617 and 618:
perspectives - the scripting of rol
Page 619 and 620:
The dynamics of social roles within
Page 621 and 622:
Co-regulation of students’ writin
Page 623 and 624:
The Sparkling School: A secondary s
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structure of information are sugges
Page 627 and 628:
K 1831 August 2007 08:30 - 10:30Roo
Page 629 and 630:
perspective regarding leisure time
Page 631 and 632:
The students had to fill out a lear
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Spontaneous focusing on numerosity
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later step, be used for teacher for
Page 637 and 638:
K 2231 August 2007 08:30 - 10:30Roo
Page 639 and 640:
Concepts of gender, subjectivity, e
Page 641 and 642:
and show structure and relations. H
Page 643 and 644:
Understanding dynamic mental models
Page 645 and 646:
mentally integrate information from
Page 647 and 648:
Effects of web-based training exerc
Page 649 and 650:
latter factor is used to study the
Page 651 and 652:
of this two-year study will be disc
Page 653 and 654:
killed human beings for different r
Page 655 and 656:
test persons. Concerning the evalua
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Schools with a plurilingual/multicu
Page 659 and 660:
L431 August 2007 11:00 - 12:20Room:
Page 661 and 662:
Effects of implementing a relationa
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level. Our third goal was to relate
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findings of Study 1 with a differen
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L631 August 2007 11:00 - 12:20Room:
Page 669 and 670:
programme offered by Örebro Univer
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a regional level is still not estab
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development of practice-based resea
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that is, sentence verification, inf
Page 677 and 678:
Learning from critical incidents in
Page 679 and 680:
A deliberative inquiry with experts
Page 681 and 682:
elate textbook knowledge to a real
Page 683 and 684:
individually with a sample of child
Page 685 and 686:
KN3 231 August 2007 12:30 - 13:30Ro
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M 131 August 2007 14:35 - 15:55Room
Page 689 and 690:
approaches to solve them. All analy
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eceived human mediation based on cl
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administered to 196 UK students age
Page 695 and 696:
content analysis revealed three dis
Page 697 and 698:
level undergraduate courses. Comput
Page 699 and 700:
A model of basic literacy for forei
Page 701 and 702:
affect the recall of earlier memori
Page 703 and 704:
Students’ conceptions of assessme
Page 705 and 706:
a group of effective self-regulator
Page 707 and 708:
Teachers as designers of inquiry-ba
Page 709 and 710:
Quebec preservice teachers and thei
Page 711 and 712:
higher degree of reflective learnin
Page 713 and 714:
to foster deep and meaningful learn
Page 715 and 716:
Although the ability to read litera
Page 717 and 718:
molecule). The visual and haptic re
Page 719 and 720:
field of ICT by drawing on socio-cu
Page 721 and 722:
Construction and validation of an i
Page 723 and 724:
loosing the gaming experience is a
Page 725 and 726:
N 131 August 2007 16:00 - 17:20Room
Page 727 and 728:
hierarchical models were fitted to
Page 729 and 730:
which factors could explain the dif
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N 431 August 2007 16:00 - 17:20Room
Page 733 and 734:
and direction of this shift? The sa
Page 735 and 736:
minority language course at school
Page 737 and 738:
global/meta-level activities in one
Page 739 and 740:
effectiveness research (EER), the s
Page 741 and 742:
Effects of metacognitive strategy t
Page 743 and 744:
The results indicate that, after st
Page 745 and 746:
students’ self-evaluations. The m
Page 747 and 748:
The aim of our cross-sectional rese
Page 749 and 750:
Development of teacher students’
Page 751 and 752:
constitutes a valuable framework fo
Page 753 and 754:
that the instructional design diffi
Page 755 and 756:
eality. It draws on the experiences
Page 757 and 758:
which higher education is experienc
Page 759 and 760:
Visualization and verbalization of
Page 761 and 762:
and provide specific scaffolds to h
Page 763 and 764:
manufacturers would benefit from th
Page 765 and 766:
and advice from experienced colleag
Page 767 and 768:
students’ perceptions and represe
Page 769 and 770:
gender, parental education levels,
Page 771 and 772:
O 101 September 2007 08:30 - 10:30R
Page 773 and 774:
O 201 September 2007 08:30 - 10:30R
Page 775 and 776:
more willing to approach the teache
Page 777 and 778:
Analysis of verbal and gesture prod
Page 779 and 780:
Teachers’ and students’ percept
Page 781 and 782:
provides evidence from qualitative
Page 783 and 784:
O 601 September 2007 08:30 - 10:30R
Page 785 and 786:
effect an individuals’ perceived
Page 787 and 788:
assessment instrument we measured t
Page 789 and 790:
development practices (see also Kem
Page 791 and 792:
participants were 100 advanced doct
Page 793 and 794:
Models of the cognitive process and
Page 795 and 796:
understanding of a narrated explana
Page 797 and 798:
version of a learning environment a
Page 799 and 800:
experiment. First-year students in
Page 801 and 802:
Acquisition of professional knowled
Page 803 and 804:
O 1301 September 2007 08:30 - 10:30
Page 805 and 806:
other domestic activities. At the s
Page 807 and 808:
has been inspired by the knowledge
Page 809 and 810:
O 1501 September 2007 08:30 - 10:30
Page 811 and 812:
esearch grants. They all work withi
Page 813 and 814:
collaboration, discourse and culmin
Page 815 and 816:
in the middle years. The Improving
Page 817 and 818:
Cultural scripts for action: Unders
Page 819 and 820:
Teaching characteristics as moderat
Page 821 and 822:
O 1901 September 2007 08:30 - 10:30
Page 823 and 824:
More than just error correction: Ch
Page 825 and 826:
therefore the given codes can be in
Page 827 and 828:
The effects of hands-on experience
Page 829 and 830:
Dialogical teachers. Narrative and
Page 831 and 832:
Developing potentials for learning
Page 833 and 834:
analogous relationships on the scho
Page 835 and 836:
opinion) and indicated their planne
Page 837 and 838:
etrieval-feedback trials. We tested
Page 839 and 840:
achievement. Those findings were ob
Page 841 and 842:
perceptions of belongingness to the
Page 843 and 844:
than from unshared information. Ins
Page 845 and 846:
P 1101 September 2007 11:00 - 12:20
Page 847 and 848:
P 1201 September 2007 11:00 - 12:20
Page 849 and 850:
located at, the intersection of the
Page 851 and 852:
commencement, and more linkage betw
Page 853 and 854:
The aim of the present study was to
Page 855 and 856:
members of this knowledge building
Page 857 and 858:
learning from a simulation took les
Page 859 and 860:
studies of pedagogical design are u
Page 861 and 862:
conceptualization of the concept of
Page 863 and 864:
produced. The results point to seve
Page 865 and 866:
P 2001 September 2007 11:00 - 12:20
Page 867:
KN4 201 September 2007 12:30 - 13:3
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