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Original Articles

Designing for Knowledge Integration: The Impact of Instructional Time

Pages 451-493 | Published online: 09 Jul 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (16)

Majken Korsager, Kirsten Fiskum, Berit Reitan & Sibel Erduran. (2022) Nature of science in science textbooks for vocational training in Norway. Research in Science & Technological Education 0:0, pages 1-16.
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Till Bruckermann, Daniela Fiedler & Ute Harms. (2021) Identifying precursory concepts in evolution during early childhood – a systematic literature review. Studies in Science Education 57:1, pages 85-127.
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Niamh O’Meara & Mark Prendergast. (2019) Teaching mathematics after hours. Journal of Curriculum Studies 51:4, pages 494-512.
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Bahadir Namdar. (2018) Teaching global climate change to pre-service middle school teachers through inquiry activities. Research in Science & Technological Education 36:4, pages 440-462.
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Rachel Teasdale, Peter Selkin & Laurel Goodell. (2018) Evaluation of student learning, self-efficacy, and perception of the value of geologic monitoring from Living on the Edge, an InTeGrate curriculum module. Journal of Geoscience Education 66:3, pages 186-204.
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Todd Haydon & Stephen D. Kroeger. (2016) Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior. Preventing School Failure: Alternative Education for Children and Youth 60:1, pages 70-78.
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Fan Yan & Vicente Talanquer. (2015) Students’ Ideas about How and Why Chemical Reactions Happen: Mapping the conceptual landscape. International Journal of Science Education 37:18, pages 3066-3092.
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Ou Lydia Liu, Kihyun Ryoo, Marcia C. Linn, Elissa Sato & Vanessa Svihla. (2015) Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study. International Journal of Science Education 37:7, pages 1044-1066.
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Tessa H. S. Eysink & Ton de Jong. (2012) Does Instructional Approach Matter? How Elaboration Plays a Crucial Role in Multimedia Learning. Journal of the Learning Sciences 21:4, pages 583-625.
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Ou Lydia Liu, Hee-Sun Lee & MarciaC. Linn. (2011) An Investigation of Explanation Multiple-Choice Items in Science Assessment. Educational Assessment 16:3, pages 164-184.
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Hee-Sun Lee, Ou Lydia Liu & Marcia C. Linn. (2011) Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items. Applied Measurement in Education 24:2, pages 115-136.
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Gaitano Franke & FranzX. Bogner. (2011) Conceptual Change in Students’ Molecular Biology Education: Tilting at Windmills?. The Journal of Educational Research 104:1, pages 7-18.
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AnnS. Rosebery, Mark Ogonowski, Mary DiSchino & Beth Warren. (2010) “The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning. Journal of the Learning Sciences 19:3, pages 322-357.
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Articles from other publishers (72)

Sharleen Flowers, Kal H. Holder, Gabrielle K. Rump & Stephanie M. Gardner. (2023) Missed connections: Exploring features of undergraduate biology students’ knowledge networks relating gene regulation, cell–cell communication, and phenotypic expression. CBE—Life Sciences Education 22:4.
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Sharleen Flowers, Kal H. Holder & Stephanie M. Gardner. (2023) Here Is the Biology, Now What is the Mechanism? Investigating Biology Undergraduates’ Mechanistic Reasoning within the Context of Biofilm Development. Journal of Microbiology & Biology Education 24:2.
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Chun-Yen Tsai, Wen-Ling Shih, Fu-Pei Hsieh, Yun-An Chen & Chien-Liang Lin. (2022) Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration. International Journal of Educational Technology in Higher Education 19:1.
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Igor Verner, Dan Cuperman, Huberth Perez-Villalobos, Alex Polishuk & Sergei Gamer. (2022) Augmented and Virtual Reality Experiences for Learning Robotics and Training Integrative Thinking Skills. Robotics 11:5, pages 90.
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Jelena Milanković Jovanov, Anđelija Ivkov-Džigurski, Jelena Stanisavljević, Ljubica Ivanović Bibić, Marko D. Petrović & Smiljana Đukičin Vučković. (2022) Is the Integrative Teaching Approach Beneficial for Learning?. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 10:2, pages 173-183.
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Lana M. Minshew, Janice L. Anderson & Kerry A. Bartlett. (2022) Outside the standard test: The development of a model-based assessment and corresponding rubric. Instructional Science 50:4, pages 599-624.
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Dina Nesimyan – Agadi & Orit Ben Zvi Assaraf. (2022) Figuring out what works: learning and engaging with ideas about evolution within integrated informal learning environments. Instructional Science 50:3, pages 391-424.
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Kyriaki Chatzikyriakidou, Marie-Janelle Tacloban, Kassandra Concepcion, John Geiger & Melissa McCartney. (2021) Student Association of Lecture Content with the Five Core Concepts of Biology: Novel Results from an Introductory Biology Course. Journal of Microbiology & Biology Education 22:2.
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Veronica Ryan, Olivia Fitzmaurice & John O’Donoghue. (2021) A study of academic achievement in mathematics after the transition from primary to secondary education. SN Social Sciences 1:7.
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Metin YAŞAR, Seval KARTAL & Eren Can AYBEK. (2021) Scoring Methods for Multiple Choice Tests: How does the Item Difficulty Weighted Scoring Change Student’s Test Results?Çoktan Seçmeli Testlerde Puanlama Yöntemleri: Madde Güçlüğüne Dayalı Ağırlıklandırma Öğrencilerin Test Sonuçlarını Nasıl Değiştirir?. Bartın Üniversitesi Eğitim Fakültesi Dergisi 10:2, pages 309-324.
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Amy K. Bermingham, Ross D. Neville & Kyriaki Makopoulou. (2021) Authentic Assessment Through the Sport Management Practicum: Participants’ Perceptions of the Effectiveness of a Student-Led Sports Event. Sport Management Education Journal 15:1, pages 1-10.
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Taiki NAKAGOMI & Keiji KATO. (2021) The Actual Situation of Knowledge Integration in the Problem-Solving Process of Lower Secondary School Science, Based on Dialogue対話を基軸とした中学校理科の問題解決過程における知識統合の実態. Journal of Research in Science Education 61:3, pages 467-478.
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Kristin Wenzel & Marc-André Reinhard. (2021) Does the end justify the means? Learning tests lead to more negative evaluations and to more stress experiences. Learning and Motivation 73, pages 101706.
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Moraima Castro‐Faix, Ravit Golan Duncan & Jinnie Choi. (2020) Data‐driven refinements of a genetics learning progression. Journal of Research in Science Teaching 58:1, pages 3-39.
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Tammy Kolbe, Caitlin Steele & Beth White. (2020) Time to Teach: Instructional Time and Science Teachers’ Use of Inquiry-Oriented Instructional Practices. Teachers College Record: The Voice of Scholarship in Education 122:12, pages 1-54.
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Irina Streich & Jürgen Mayer. (2020) Effects and Prerequisites of Self-Generation in Inquiry-Based Learning. Education Sciences 10:10, pages 277.
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Fatma ŞAHİN & Filiz KABAPINAR. (2020) Öğretmen adaylarının vücudun pH dengesi konusundaki bilgi entegrasyon düzeylerinin incelenmesiInvestigation of pre-service teachers' knowledge integration levels on pH balance of the body. e-Kafkas Eğitim Araştırmaları Dergisi 7:1, pages 1-15.
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Beste Ulus & Diler Oner. (2020) Fostering Middle School Students’ Knowledge Integration Using the Web-Based Inquiry Science Environment (WISE). Journal of Science Education and Technology 29:2, pages 242-256.
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Kristin Wenzel & Marc-André Reinhard. (2019) Relatively unintelligent individuals do not benefit from intentionally hindered learning: The role of desirable difficulties. Intelligence 77, pages 101405.
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Irina Kaiser & Jürgen Mayer. (2019) The Long-Term Benefit of Video Modeling Examples for Guided Inquiry. Frontiers in Education 4.
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Kwanele Booi & Mamsi Ethel Khuzwayo. (2019) Difficulties in developing a curriculum for pre-service science teachers. South African Journal of Education 39:., pages 1-13.
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Joseph E. Michaelis & Bilge Mutlu. (2019) Supporting Interest in Science Learning with a Social Robot. Supporting Interest in Science Learning with a Social Robot.
S. T. Opitz, K. Neumann, S. Bernholt & U. Harms. (2017) Students’ Energy Understanding Across Biology, Chemistry, and Physics Contexts. Research in Science Education 49:2, pages 521-541.
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Irina Kaiser, Jürgen Mayer & Dumitru Malai. (2018) Self-Generation in the Context of Inquiry-Based Learning. Frontiers in Psychology 9.
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Nancy Albrecht & Bhaskar Upadhyay. (2018) What Do Refugee Mothers Want in Urban US School Science: Learning from the Perceptions of Science of Three Somali Mothers. The Urban Review 50:4, pages 604-629.
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Amal Ibourk, Michelle Williams, Amanda Opperman, Dante Cisterna, Christina Restrepo Nazar & Yiyu Xie. (2018) Young students' understanding of the relationship between inheritance and variation of traits using structural equation modeling. Science Education 102:6, pages 1201-1238.
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Emily E. Scott, Charles W. Anderson, K. K. Mashood, Rebecca L. Matz, Sonia M. Underwood & Vashti Sawtelle. (2018) Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes. CBE—Life Sciences Education 17:3, pages ar49.
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Antonia Scholkmann, Jens Siemon, Kay-Dennis Boom & Michel Knigge. (2017) Lernzeitnutzung im Planspielunterricht. Eine Analyse des Einflusses kognitiver Fähigkeiten, Zielorientierungen und Charakteristika von Lernpartnern anhand von Videodaten.Time on task during game-based learning. The effects of cognitive skills, goal orientations and the characteristics of learning partners – an analysis based on video data. Zeitschrift für Erziehungswissenschaft 20:4, pages 651-669.
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Lena A. E. Tibell & Ute Harms. (2017) Biological Principles and Threshold Concepts for Understanding Natural Selection. Science & Education 26:7-9, pages 953-973.
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Cari F. Herrmann-Abell, Mary Koppal & Jo Ellen Roseman. (2016) Toward High School Biology : Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems . CBE—Life Sciences Education 15:4, pages ar74.
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A.R. Ruis, David Williamson Shaffer, Daniel K. Shirley & Nasia Safdar. (2016) Teaching health care workers to adopt a systems perspective for improved control and prevention of health care–associated infections. American Journal of Infection Control 44:11, pages 1360-1364.
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Elena Bessarabova, Cameron W. Piercy, Shawn King, Cindy Vincent, Norah E. Dunbar, Judee K. Burgoon, Claude H. Miller, Matthew Jensen, Aaron Elkins, David W. Wilson, Scott N. Wilson & Yu-Hao Lee. (2016) Mitigating bias blind spot via a serious video game. Computers in Human Behavior 62, pages 452-466.
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Benjamin W. Fisher & Emily A. Hennessy. (2015) School Resource Officers and Exclusionary Discipline in U.S. High Schools: A Systematic Review and Meta-analysis. Adolescent Research Review 1:3, pages 217-233.
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Maeca Garzia, Giuseppina Rita Mangione, Leonarda Longo & Maria Chiara Pettenati. (2016) Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness. Research on Education and Media 8:1, pages 22-37.
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Katelyn Southard, Tyler Wince, Shanice Meddleton & Molly S. Bolger. (2016) Features of Knowledge Building in Biology: Understanding Undergraduate Students’ Ideas about Molecular Mechanisms. CBE—Life Sciences Education 15:1, pages ar7.
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Joshua Littenberg-Tobias, Elham Beheshti & Carolyn Staudt. (2016) To customize or not to customize? Exploring science teacher customization in an online lesson portal. Journal of Research in Science Teaching 53:3, pages 349-367.
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Scott Joseph Warren & Jonathan S. Gratch. 2016. Utilizing Virtual and Personal Learning Environments for Optimal Learning. Utilizing Virtual and Personal Learning Environments for Optimal Learning 267 290 .
Yisu Zhou & Dan Wang. 2016. Chinese Education Models in a Global Age. Chinese Education Models in a Global Age 105 119 .
Jennifer R. Morrison, Linda Bol, Steven M. Ross & Ginger S. Watson. (2015) Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation. Educational Technology Research and Development 63:6, pages 861-882.
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Gregory Banks, Michael Clinchot, Steven Cullipher, Robert Huie, Jennifer Lambertz, Rebecca Lewis, Courtney Ngai, Hannah Sevian, Gabriela Szteinberg, Vicente Talanquer & Melissa Weinrich. (2015) Uncovering Chemical Thinking in Students’ Decision Making: A Fuel-Choice Scenario. Journal of Chemical Education 92:10, pages 1610-1618.
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Jeongmin Lee, Hyunkyung Park, Yeonhwa Jung & Jiyae Noh. (2015) Research Trends of Web-Based Inquiry Learning Effectiveness in Science Education: A Review of Publications in Selected Journals from 2000 to 2014. Journal of The Korean Association For Science Education 35:4, pages 565-572.
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S. Cullipher, H. Sevian & V. Talanquer. (2015) Reasoning about benefits, costs, and risks of chemical substances: mapping different levels of sophistication. Chemistry Education Research and Practice 16:2, pages 377-392.
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John M. Domyancich. (2014) The Development of Multiple-Choice Items Consistent with the AP Chemistry Curriculum Framework To More Accurately Assess Deeper Understanding. Journal of Chemical Education 91:9, pages 1347-1351.
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Stephen N. Elliott, Andrew T. Roach & Alexander Kurz. (2013) Evaluating and Advancing the Effective Teaching of Special Educators With a Dynamic Instructional Practices Portfolio. Assessment for Effective Intervention 39:2, pages 83-98.
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Jonathan M. Vitale, Michael I. Swart & John B. Black. (2014) Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment. Computers & Education 72, pages 231-248.
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Claudio Fazio, Giovanni Tarantino & Rosa M. Sperandeo Mineo. 2014. Frontiers of Fundamental Physics and Physics Education Research. Frontiers of Fundamental Physics and Physics Education Research 553 560 .
Scott J. Warren & Jonathan S. Gratch. (2013) Employing a Critical Lens on Instructor Perceptions of Learning Games. International Journal of Virtual and Personal Learning Environments 4:3, pages 1-17.
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Julia C. Duncheon & William G. Tierney. (2013) Changing Conceptions of Time. Review of Educational Research 83:2, pages 236-272.
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Moses Oketch, Maurice Mutisya, Jackline Sagwe, Peter K. Musyoka & Moses W. Ngware. (2012) The effect of active teaching and subject content coverage on students' achievement: evidence from primary schools in Kenya. London Review of Education.
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Douglas B. Clark, Mario M. Martinez-Garza, Gautam Biswas, Richard M. Luecht & Pratim Sengupta. 2012. Assessment in Game-Based Learning. Assessment in Game-Based Learning 173 199 .
Ou Lydia Liu, Hee‐Sun Lee & Marcia C. Linn. (2011) Measuring knowledge integration: Validation of four‐year assessments. Journal of Research in Science Teaching 48:9, pages 1079-1107.
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Grainne O’Donoghue, Catherine Doody & Tara Cusack. (2011) Using student centred evaluation for curriculum enhancement: An examination of undergraduate physiotherapy education in relation to physical activity and exercise prescription. Studies in Educational Evaluation 37:2-3, pages 170-176.
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Grainne O’Donoghue, Catherine Doody & Tara Cusack. (2011) Physical activity and exercise promotion and prescription in undergraduate physiotherapy education: content analysis of Irish curricula. Physiotherapy 97:2, pages 145-153.
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Minchi C. Kim & Michael J. Hannafin. (2010) Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: a qualitative case study. Instructional Science 39:3, pages 255-282.
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Jay Fogleman, Katherine L. McNeill & Joseph Krajcik. (2011) Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching 48:2, pages 149-169.
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Allan Jeong, Douglas B. Clark, Victor D. Sampson & Muhsin Menekse. 2011. Analyzing Interactions in CSCL. Analyzing Interactions in CSCL 207 233 .
Vivian M.Y. Cheng. (2010) Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity 5:3, pages 120-137.
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JAMES D. SLOTTA & DORIS JORDE. (2010) TOWARD A DESIGN FRAMEWORK FOR INTERNATIONAL PEER DISCUSSIONS: TAKING ADVANTAGE OF DISPARATE PERSPECTIVES ON SOCIO-SCIENTIFIC ISSUES. Research and Practice in Technology Enhanced Learning 05:03, pages 161-184.
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Libby F. Gerard, Michele Spitulnik & Marcia C. Linn. (2010) Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching 47:9, pages 1037-1063.
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Ou Lydia Liu, Hee-Sun Lee & Marcia C. Linn. (2010) An investigation of teacher impact on student inquiry science performance using a hierarchical linear model. Journal of Research in Science Teaching 47:7, pages 807-819.
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Ching-Huei Chen. (2010) Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts. Computers & Education 55:1, pages 292-303.
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Jo Ellen Roseman, Luli Stern & Mary Koppal. (2009) A method for analyzing the coherence of high school biology textbooks. Journal of Research in Science Teaching 47:1, pages 47-70.
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Hee‐Sun Lee, Marcia C. Linn, Keisha Varma & Ou Lydia Liu. (2009) How do technology‐enhanced inquiry science units impact classroom learning?. Journal of Research in Science Teaching 47:1, pages 71-90.
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Marc S. Schwartz, Philip M. Sadler, Gerhard Sonnert & Robert H. Tai. (2008) Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework. Science Education 93:5, pages 798-826.
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Victor Sampson & Douglas Clark. (2008) The impact of collaboration on the outcomes of scientific argumentation. Science Education 93:3, pages 448-484.
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Douglas B. Clark & Victor Sampson. (2007) Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching 45:3, pages 293-321.
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Marcia C. LinnHee-Sun LeeRobert TinkerFreda HusicJennifer L. Chiu. (2006) Teaching and Assessing Knowledge Integration in Science. Science 313:5790, pages 1049-1050.
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Janet M. Casperson & Marcia C. Linn. (2006) Using visualizations to teach electrostatics. American Journal of Physics 74:4, pages 316-323.
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