P1
30th Aug
8:30 - 10:30
Room BIO Aula Magna
Symposium
THE CONCEPTUAL CHANGE APPROACH TO MATHEMATICS
LEARNING AND TEACHING
Organisers:
Lieven Verschaffel, University of Leuven, Belgium
Stella Vosniadou, University of Athens, Greece
Chair:
Lieven Verschaffel, University of Leuven, Belgium
Discussants:
Dina Tirosh, Tel Aviv University, Israel
Lauren B. Resnick, University of Pittsburgh, USA
Conceptual change in mathematics: Why should mathematics teaching take into
consideration the conceptual change approach to learning?
Xanthi Vamvakoussi, University of Athens, Greece
Stella Vosniadou, University of Athens, Greece
Making sense to the negative sign: From an arithmetical conception of subtraction to
a multiple abstract understanding of «Negativity»
Joëlle Vlassis, University of Liege, Belgium
Number concept and conceptual change: Outlines for new teaching strategies
Kaarina Merenluonto, University of Turku, Finland
Erno Lehtinen, University of Turku, Finland
Remedying secondary school pupils’ illusion of linearity: Can teaching provide
conceptual change?
Wim Van Dooren, National Fund for Scientific Research, Flanders and University of
Leuven, Belgium
Dirk De Bock, National Fund for Scientific Research, Flanders and EHSAL, Brussels,
Belgium
An Hessels, National Fund for Scientific Research, Flanders, Belgium
Dirk Janssens, University of Leuven, Belgium
Lieven Verschaffel, University of Leuven, Belgium
1
P2
30th Aug
8:30 - 10:30
Room PSY 2 D
EARLI Invited Symposium
PLAY AND PEDAGOGY IN EARLY CHILDHOOD: THEORETICAL AND
CONCEPTUAL ADVANCES
Organisers:
Neville Bennett, University of Exeter, United Kingdom
Elizabeth Wood, University of Exeter, United Kingdom
Chair:
Neville Bennett, University of Exeter, United Kingdom
Discussant:
Geerdina van der Aalsvoort, Leiden University, The Netherlands
Developing a pedagogy of play in early childhood
Elizabeth Wood, University of Exeter, United Kingdom
Observing, recognising and assessing the growth of sociability; Taking a boy-girl
perspective
Pat Broadhead, University of Northumbria, United Kingdom
Children’s play and childhood identities: Research issues
Sofia Avgitidou, Aristotle University of Thessaloniki, Greece
2
P3
30th Aug
8:30 - 10:30
Room BIO G B
Symposium
EMOTIONS IN STUDENTS’ SELF-REGULATED LEARNING AND
ACHIEVEMENT
Organisers:
Reinhard Pekrun, University of Munich, Germany
Peter Op ‘t Eynde, University of Leuven, Belgium
Chairs:
Reinhard Pekrun, University of Munich, Germany
Peter Op ‘t Eynde, University of Leuven, Belgium
Discussant:
Ulrich Schiefele, University of Bielefeld, Germany
Students’ emotions, self-regulated learning, and academic achievement: Testing a
model of cognitive and motivational mediation
Reinhard Pekrun, University of Munich, Germany
Thomas Goetz, University of Munich, Germany
Anne Zirngibl, University of Munich, Germany
Raymond P. Perry, University of Manitoba, Canada
Measuring task-related emotional engagement in complex problem solving
Mary Ainley, University of Melbourne, Australia
Rivka Witenberg, University of Melbourne, Australia
Tarni Jennings, University of Melbourne, Australia
Sherryn Tobin, University of Melbourne, Australia
Failure, shame, and self-regulation
Andrew Elliot, University of Rochester, USA
Resiliency from shame reactions: The importance of students’ future goals
Jeannine E. Turner, Southwest Educational Research Development Laboratory, USA
Jenefer Husman, Arizona State University, USA
Emotions trapped between motivation and cognition!?: The integration of trait and
state approaches as a promising way out
Peter Op ‘t Eynde, University of Leuven, Belgium
Erik De Corte, University of Leuven, Belgium
3
P4
30th Aug
8:30 - 10:30
Room PSY 2 B
SIG Invited Symposium
HUMAN INFORMATION PROCESSING AND WEB NAVIGATION
Organiser:
Herre Van Oostendorp, Utrecht University, The Netherlands
Chair:
Herre Van Oostendorp, Utrecht University, The Netherlands
Discussant:
Andrew Dillon, University of Texas, Austin, USA
Human factors in Web-assisted personal finance
Ion Juvina, Utrecht University, The Netherlands
Herre Van Oostendorp, Utrecht University, The Netherlands
Learning to use a Web browser: Lessons from a two-year longitudinal study
Jean-François Rouet, University of Poitiers, France
Guillaume Jégou, University of Poitiers, France
Sabine Metta, University of Poitiers, France
Sami Limam, University of Poitiers, France
The effects of scannable items on information retrieval from computer screens
Michael D. Kickmeier, University of Graz, Austria
Dietrich Albert, University of Graz, Austria
The effectiveness of three types of interfaces on information access in an educational
Cd-Rom
Antonine Goumi, University of Poitiers, France
Jean-Francois Rouet, University of Poitiers, France
Damien Aubert, CNRS, France
4
P5
30th Aug
8:30 - 10:30
Room PSY 3 I
Symposium
WORK-BASED LEARNING AND HIGHER EDUCATION
Organisers:
Päivi Tynjälä, University of Jyväskylä, Finland
Gillian Boulton-Lewis, Queensland University of Technology,
Australia
Chair:
Päivi Tynjälä, University of Jyväskylä, Finland
Discussants:
Michael Eraut, University of Sussex, United Kingdom
Robert-Jan Simons, Utrecht University, The Netherlands
Changing workplace environments: Implications for learning at work and higher
education
Hitendra Pillay, Queensland University of Technology, Australia
Gillian Boulton-Lewis, Queensland University of Technology, Australia
Lynn Wilss, Queensland University of Technology, Australia
Higher vocational education and apprenticeship: Preparation for the changing
workplace
Alison Fuller, University of Leicester, United Kingdom
Lorna Unwin, University of Leicester, United Kingdom
Working-life project as a learning environment in university studies
Päivi Tynjälä, University of Jyväskylä, Finland
Laura Helle, University of Turku, Finland
Potential roles of the Internet in supporting work-based learning
John Stephenson, Middlesex University, United Kingdom
5
P6
30th Aug
8:30 - 10:30
Room PSY 3 L
Symposium
EMOTIONALLY ORIENTED INSTRUCTION
Organisers:
Michaela Gläser-Zikuda, University of Education Ludwigsburg,
Germany
Christoph von Rhöneck, University of Education Ludwigsburg,
Germany
Chair:
Michaela Gläser-Zikuda, University of Education Ludwigsburg,
Germany
Discussants:
Philipp Mayring, University of Klagenfurt, Austria
Klaus-Peter Wild, University of Freiburg, Germany
Designing emotionally sound instruction - An empirical validation of the FEASPapproach
Hermann Astleitner, University of Salzburg, Austria
The development of adolescents’ well-being at school – How can we prevent
systematic disadvantage?
Tina Hascher, University of Bern, Switzerland
Emotionally oriented instruction at school - Conception and evaluation of the ECOLEapproach
Michaela Gläser-Zikuda, University of Education Ludwigsburg, Germany
Philipp Mayring, University of Klagenfurt, Austria
Evaluation of emotionally oriented teaching units in German language and physics
(ECOLE)
Matthias Laukenmann, University of Education Ludwigsburg, Germany
Hartmut Melenk, University of Education Ludwigsburg, Germany
Kerstin Metz, University of Education Ludwigsburg, Germany
Christoph von Rhöneck, University of Education Ludwigsburg, Germany
Social aspects in the evaluation of ECOLE teaching units: Teachers’ and parents’
behavior
Stefan Fuß, University of Education Ludwigsburg, Germany
Uwe Maier, University of Education Schwäbisch Gmünd, Germany
6
P7
30th Aug
8:30 - 10:30
Room PSY 4 P
Symposium
IMPLEMENTING A PEDAGOGICALLY MEANINGFUL ELECTRONIC
LEARNING ENVIRONMENT IN FOUR DIFFERENT EUROPEAN
SCHOOL CONTEXTS
Organisers:
Maria Beatrice Ligorio, University of Bari, Italy
Marjaana Rahikainen, University of Helsinki, Finland
Chair:
Maria Beatrice Ligorio, University of Bari, Italy
Discussant:
Marlene Scardamalia, University of Toronto, Canada
Teachers’ conceptions and practices in organising and scaffolding computer-mediated
inquiry
Minna Lakkala, University of Helsinki, Finland
Jiri Lallimo, University of Helsinki, Finland
Marjaana Rahikainen, University of Helsinki, Finland
Fostering community building
Donatella Cesareni, University of Rome “La Sapienza”, Italy
Ilaria Mancini, University of Rome “La Sapienza”, Italy
Francesca Martini, University of Rome “La Sapienza”, Italy
The challenges of implementing CSCL designs in the Greek classrooms
Vassilis Kollias, University of Athens, Greece
Nektarios Mamalougos, University of Athens, Greece
Xanthi Vamvakousi, University of Athens, Greece
Stella Vosniadou, University of Athens, Greece
Developing historical understanding in primary education, using Synergeia
Wilfred Rubens, Utrecht University, The Netherlands
The reflexive nature of international collaboration in Web-based environments
Alessandra Talamo, University of Rome “La Sapienza”, Italy
Maria Beatrice Ligorio, University of Bari, Italy
7
P8
30th Aug
8:30 - 10:30
Room BIO 1 E
Symposium
CONCEPTIONS OF RESEARCH AS A FACTOR IN POST GRADUATE
RESEARCH EDUCATION
Organisers:
Martin Shanahan, University of South Australia, Australia
Margaret Kiley, University of Canberra, Australia
Chair:
Gerry Mullins, University of Adelaide, Australia
Discussant:
Shirley Booth, Lund University, Sweden
Why conceptions of research might be significant in postgraduate education
Margaret Kiley, University of Canberra, Australia
Gerry Mullins, University of Adelaide, Australia
Measuring differentiation in conceptions of research in post-graduate education
Jan H. F. Meyer, University of Durham, United Kingdom
Martin Shanahan, University of South Australia, Australia
Rüdiger C. Laugksch, University of Cape Town, South Africa
Research supervisors conceptualising research: A conversation analytic approach to
focus group conversations
Dianne Bills, University of South Australia, Australia
Education students’ conceptions of research on the basis of concept maps
Mari Murtonen, University of Turku, Finland
8
P9
30th Aug
8:30 - 10:30
Room BIO 1 F
Symposium
EFFECTS OF DYNAMIC TESTING PROCEDURES AND COGNITIVE
TRAINING
Organisers:
Wilma C. M. Resing, Leiden University, The Netherlands
Marco G. P. Hessels, University of Geneva, Switzerland
Chair:
Wilma C. M. Resing, Leiden University, The Netherlands
Discussant:
Julian G. Elliott, University of Sunderland, United Kingdom
A simultaneous investigation of the learning potential construct and cognitive
intervention
Fraser Lauchlan, Psychological Service, South Lanarkshire Council, Scotland, United
Kingdom
Does cognitive education make a difference? Preliminary evaluation of data from an
universal cognitive enrichment programme
Joan Figg, W. S. Atkins Consultants Ltd. London, United Kingdom
Carl Parsons, Canterbury Christ Church University College, United Kingdom
Hazel Brian, Canterbury Christ Church University College, United Kingdom
Cross validation of the analogical reasoning learning test: Generalisability of
prediction
Christine Hessels-Schlatter, University of Geneva, Switzerland
Dynamic testing: Preliminary results of a meta-analysis on test effects
Wilma C. M. Resing, Leiden University, The Netherlands
Floor M. D. Wubbe, Leiden University, The Netherlands
9
P 10
30th Aug
8:30 - 10:30
Room PSY 4 R
Symposium
INTEGRATING THE AFFECTIVE INTO ACCOUNTS OF CLASSROOM
PRACTICE: MOTIVATION, AUTHORITY AND VALUES IN MATHEMATICS CLASSES IN AUSTRALIA, GERMANY, HONG KONG, ISRAEL,
AND THE PHILIPPINES
Organiser:
David Clarke, University of Melbourne, Australia
Chair:
David Clarke, University of Melbourne, Australia
Discussant:
Simone Volet, Murdoch University, Western Australia
Social and affective factors that promoted and inhibited insightful and creative
mathematical thinking
Gaye Williams, University of Melbourne, Australia
Students’ Web of authority and what effect it has on students’ ability to reflect
Miriam Amit, Ben Gurion University, Beer Sheva, Israel
Michael Fried, Ben Gurion University, Beer Sheva, Israel
Values in mathematics classroom practice: The students’ perspective
Christine Keitel, Free University, Berlin, Germany
Motivational strategies in teaching mathematics: Are the «Tricks» working for
learners’ good?
Soledad Ulep, University of the Philippines, Philippines
East-Asian students’ attitudes towards mathematics education
Frederick Leung, University of Hong Kong, China
10
P 11
30th Aug
8:30 - 10:30
Room BIO 1 H
Symposium
THE MORAL TASK OF EDUCATION AT SCHOOL AND CLASSROOM
LEVEL
Organiser:
Wiel Veugelers, University of Amsterdam, The Netherlands
Chair:
Wiel Veugelers, University of Amsterdam, The Netherlands
Discussants:
Fritz Oser, University of Fribourg, Germany
Kirsi Tirri, University of Helsinki, Finland
Teaching values. Teachers in-between value stimulation and value communication
Helénè Leenders, University of Amsterdam, The Netherlands
Wiel Veugelers, University of Amsterdam, The Netherlands
Moral education in a multicultural learning community
Jaap Schuitema, University of Amsterdam, The Netherlands
Geer ten Dam, University of Amsterdam, The Netherlands
Wiel Veugelers, University of Amsterdam, The Netherlands
Dilemmas and possibilities of moral education in an ethnically diverse classroom
Hester Radstake, University of Amsterdam, The Netherlands
Yvonne Leeman, University of Amsterdam, The Netherlands
Wim Meijnen, University of Amsterdam, The Netherlands
Teachers in trouble: Research into morally relevant critical incidents in schools and
classrooms
Sofie Maas, University of Nijmegen, The Netherlands
Cees Klaassen, University of Nijmegen, The Netherlands
11
P 12
30th Aug
8:30 - 10:30
Room PSY 3 F
Symposium
”PHILOSOPHY FOR CHILDREN”: NEW PERSPECTIVES FOR THINKING
IN EDUCATION
Organiser:
Marina Santi, University of Padova, Italy
Chair:
Marina Santi, University of Padova, Italy
Discussant:
Ann Margaret Sharp, Montclair State University, USA
Philosophy for children and prevention of violence
Michel Sasseville, University of Laval, Quebec, Canada
Catherine Audran, La Traversee, Quebec, Canada
Caroline Cinq-Mars, La Traversee, Quebec, Canada
The impact of philosophical discussions on the judgement, empathy emotionrecognition and moral autonomy of five-year olds
Michael Schleifer, University of Montreal, Canada
Marie-France Daniel, University of Montreal, Canada
Emmanuel Peyronnet, IUFM, Auvergne, Canada
Sarah Lecomte, University of Montreal, Quebec, Canada
Reasoning in a “Community of inquiry”: Some effects of philosophy for children on
elementary school students
Marina Santi, University of Padova, Italy
Philosophical dialogue: Ethical inquiry and ethical practice
Megan Laverty, Montclair State University, USA
Development of strategies againts racism and xenofobia through philosophical
inquiry: An experience in Austrian schools
Daniela Camhy, Austrian Center of Philosophy for Children, Graz, Austria
12
P 13
30th Aug
8:30 - 10:30
Room BIO G D
Symposium
UNDERSTANDING MATHEMATICAL SOLUTIONS: DESIGNING EXAMPLE-BASED AND PROBLEM-BASED LEARNING (Part 2)
Organisers:
Alexander Renkl, University of Freiburg, Germany
Peter Gerjets, Knowledge Media Research Center, Tübingen,
Germany
Chairs:
Alexander Renkl, University of Freiburg, Germany
Peter Gerjets, Knowledge Media Research Center, Tübingen,
Germany
Discussant:
Frank Fischer, University of Erfurt, Germany
Using animated pedagogical agents to teach mathematical understanding: A
comprehensive review
Robert Atkinson, Arizona State University, USA
Mary Margaret Merrill, Mississippi State University, USA
Focus of attention and goal specificity during problem solving: Effects on transfer
performance
David Trumpower, University of New Mexico, USA
What students learn from spurious correlations in practice problems
Norma M. Chang, Carnegie Mellon University, Pittsburgh, USA
Kenneth R. Koedinger, Carnegie Mellon University, Pittsburgh, USA
Marsha C. Lovett, Carnegie Mellon University, Pittsburgh, USA
Explaining self-explanation in a cognitive tutor using a three-state model of
knowledge acquisition
Kenneth R. Koedinger, Carnegie Mellon University, Pittsburgh, USA
13
P 14
30th Aug
8:30 - 10:30
Room BIO 1 M
Symposium
POWERFUL LEARNING ENVIRONMENT AND PEER TUTORING IN
PRIMARY CLASSROOMS
Organiser:
Marcel Crahay, University of Liege, Belgium
Chair:
EriK De Corte, University of Leuven, Belgium
Discussants:
Linda Allal, University of Geneva, Switzerland
Geloff Kanselaar, University of Geneva, Switzerland
Peer tutoring as a way to foster learning for all
Marcel Crahay, University of Liege, Belgium
Vincent Namotte, University of Liege, Belgium
Reading together: Gains in reading motivation
Vera Monteiro, ISPA, Lisbon, Portugal
Margarida César, University of Lisbon, Portugal
Effects of dyad composition in 2nd and 5th grade peer tutoring groups
Hilde Van Keer, Ghent University, Belgium
Jean Pier Verhaeghe, Ghent University, Belgium
Effects of peer tutoring on primary school students’ metacognitive regulation of
reading processes
Jean Pier Verhaeghe, Ghent University, Belgium
Li Ling, Ghent University, Belgium
14
P 15
30th Aug
8:30 - 10:30
Room BIO G A
Symposium
THE MULTIDIMENSIONAL AND HIERARCHICAL SELF-CONCEPT:
CLASSICAL CONCEPTUALISATIONS AND RECENT EMPIRICAL
FINDINGS
Organisers:
Ulrich Trautwein, Max Planck Institute for Human Development,
Berlin, Germany
Jürgen Baumert, Max Planck Institute for Human Development,
Berlin, Germany
Chair:
Ulrich Trautwein, Max Planck Institute for Human Development,
Berlin, Germany
Discussant:
Richard Shavelson, Stanford University, USA
The hierarchical structure of students’ domain-specific self-concept and emotions
Thomas Götz, University of Munich, Germany
Reinhard Pekrun, University of Munich, Germany
Anne Zirgibl, University of Munich, Germany
The interplay between global and more specific self-concepts: When context factors
moderate the directionality of effects
Ulrich Trautwein, Max Planck Institute for Human Development, Berlin, Germany
School-average achievement, academic self-concept and school climate: A multilevel
latent variable model
Olaf Köller, University of Erlangen-Nuremberg, Germany
Kai Schnabel Cortina, University of Michigan, USA
Oliver Lüdtke, Max Planck Institute for Human Development, Berlin, Germany
Beliefs about domain-specificity of ability as determinants of academic self-concepts
Britta Pohlmann, University of Bielefeld, Germany
Jens Möller, University of Bielefeld, Germany
A fresh look: Testing the internal/external frame of reference model with framespecific self-concepts
Oliver Dickhäuser, University of Giessen, Germany
Rena Woditschka, University of Giessen, Germany
15
P 16
30th Aug
8:30 - 10:30
Room PSY 3 H
Symposium
THE ASSESSMENT OF METACOGNITION
Organiser:
Marcel V.J. Veenman, Leiden University and University of
Amsterdam, The Netherlands
Chair:
Marcel V.J. Veenman, Leiden University and University of
Amsterdam, The Netherlands
Discussant:
Gavriel Salomon, University of Haifa, Israel
The assessment of metacognitive skills: What can be learned from multi-method
designs?
Marcel V.J. Veenman, Leiden University and University of Amsterdam, The
Netherlands
Bernadette H.A.M. van Hout-Wolters, University of Amsterdam, The Netherlands
The relation between metacognitive skills, intelligence and learning results in various
age groups and types of tasks
Joost Meijer, University of Amsterdam, The Netherlands
Marcel V. Veenman, Leiden University and University of Amsterdam, The
Netherlands
Bernadette H.A.M. van Hout-Wolters, University of Amsterdam, The Netherlands
Students’ self-reports on learning strategies, metacognition, and motivation in 26
countries
Cordula Artelt, Max Planck Institute for Human Development, Berlin, Germany
Assessment of metacognitive skills by means of thinking-aloud instruction and
reflection prompts: Does the method affect learning performance?
Maria Bannert, University of Koblenz-Landau, Germany
Evaluating reciprocal teaching: Effects on strategy application and reading
comprehension
Anke Demmrich, Max Planck Institute for Human Development, Berlin, Germany
16
P 17
30th Aug
8:30 - 10:30
Room BIO 1 D
Symposium
TEACHING PRACTICES AND IMPLICATIONS FOR STUDENT LEARNING
Organiser:
Manfred Prenzel, University of Kiel, Germany
Chair:
Manfred Prenzel, University of Kiel, Germany
Discussant:
Eckhard Klieme, German Institute for International Educational
Research, Germany
Video analysis of instructional practices and teacher training in Italy
Rossella Santagata, LessonLab Inc., USA
Instructional scripts in Swiss mathematics instruction: Adapting lessons to the
teaching and learning process
Christine Pauli, University of Zurich, Switzerland
Kurt Reusser, University of Zurich, Switzerland
Goal orientation in German science instruction and its implications for student
learning
Tina Seidel, University of Kiel, Germany
Manfred Prenzel, University of Kiel, Germany
Rolf Rimmele, University of Kiel, Germany
Inger Marie Dalehefte, University of Kiel, Germany
Lena Meyer, University of Kiel, Germany
Teaching for learning to be resilient
Albert Düggeli, University of Fribourg, Switzerland
Fritz Oser, University of Fribourg, Switzerland
Elke Gamboni, University of Fribourg, Switzerland
Jonas Masdonati, University of Fribourg, Switzerland
17
P 18
30th Aug
8:30 - 10:30
Room PSY 3 G
Symposium
THE SOCIAL PSYCHOLOGICAL DIMENSION OF SOCIAL INTERACTION AND THE EFFECTS OF CULTURAL BACKGROUNDS IN CSCL
Organiser:
Paul A. Kirschner, Open University, The Netherlands
Chair:
Paul A. Kirschner, Open University, The Netherlands
Discussant:
Lasse Lipponen, University of Helsinki, Finland
Supporting social interaction for group dynamics through social affordances in CSCL:
Group awareness widgets
Karel Kreijns, Open University, The Netherlands
Paul A. Kirschner, Open University, The Netherlands
Wim Jochems, Open University, The Netherlands
Social presence and the sociocultural dynamics of online learning communities
Charlotte Gunawardena, University of New Mexico, USA
Patterns of knowledge building in computer-supported inquiry
Kai Hakkarainen, University of Helsinki, Finland
Tuire Palonen, University of Turku, Finland
Agreeing to disagree: Perspective, negotiation and common ground in teams
Pieter Jelle Beers, Open University, The Netherlands
Henny P. A. Boshuizen, Open University, The Netherlands
Paul A. Kirschner, Open University, The Netherlands
18
P 19
30th Aug
8:30 - 10:30
Room PSY 2 E
Symposium
MAKING VISIBLE THE INVISIBLE: CHANGING THE CULTURE OF
CLASSROOM DISCOURSE IN MEXICO AND THE UK
Organisers:
Rupert Wegerif, Open University, United Kingdom
Sylvia Rojas-Drummond, National Autonomous University of
Mexico, Mexico
Chair:
Michèle Grossen, University of Lausanne, Switzerland
Discussant:
Michèle Grossen, University of Lausanne, Switzerland
Thinking Together in the UK and Mexico: A comparative study
Rupert Wegerif, Open University, United Kingdom
Julieta Perez Linares, Open University, United Kingdom
Sylvia Rojas-Drummond, National Autonomous University of Mexico, Mexico
Neil Mercer, Open University, United Kingdom
Maricela Vélez, National Autonomous University of Mexico, Mexico
Literacy and exploratory talk: Who am I writing for?
Manuel Fernandez, Open University, United Kingdom
Relations between exploratory talk and the production of macrostructures among
primary school Mexican children
Sylvia Rojas-Drummond, National Autonomous University of Mexico, Mexico
Nancy Mazón, National Autonomous University of Mexico, Mexico
Margarita Peón, National Autonomous University of Mexico, Mexico
Ana Maria Márquez, National Autonomous University of Mexico, Mexico
Maricela Vélez, National Autonomous University of Mexico, Mexico
How computers can help children think together about literacy
Neil Mercer, Open University, United Kingdom
Rupert Wegerif, Open University, United Kingdom
Lyn Dawes, De Montfort University, Bedford, United Kingdom
Claire Sams, Open University, United Kingdom
Manuel Fernandez, Open University, United Kingdom
19
P 20
30th Aug
8:30 - 10:30
Room BIO G C
Symposium
MATCHING LEARNING STYLES AND TASK DEMANDS
Organiser:
Jos Beishuizen, Leiden University, The Netherlands
Chair:
Jan Vermunt, Leiden University, The Netherlands
Discussant:
Noël Entwistle, University of Edinburgh, United Kingdom
A learning style based self-regulated learning programme
Ella Desmedt, Ghent University, Belgium
Lieve Carette, Ghent University, Belgium
Martin Valcke, Ghent University, Belgium
Anselm Derese, Ghent University, Belgium
Different learning styles, different learning environments: How do student teachers
learn to teach?
Vincent Donche, University of Antwerp, Belgium
Peter Van Petegem, University of Antwerp, Belgium
Learning styles and task demands: E-learning and learning style
Martin Graff, University of Glamorgan, United Kingdom
Styles or processes? Stability of cognitive learning strategies over time
Erika Vögele, Albert-Ludwigs-University, Freiburg, Germany
Klaus-Peter Wild, Albert-Ludwigs-University, Freiburg, Germany
Concrete elaboration during knowledge acquisition
Herman Jonker, Leiden University, The Netherlands
Jos Beishuizen, Leiden University, The Netherlands
20
P 21
30th Aug
8:30 - 10:30
Room PSY 4 S
Symposium
THE “DARK SIDE OF THE MOON”: A CRITICAL LOOK AT
COLLABORATIVE TEACHER ACTION RESEARCH (Part 2)
Organisers:
Lily Orland-Barak, Haifa University, Israel
Harm Tillema, Leiden University, The Netherlands
Chair:
Harm Tillema, Leiden University, The Netherlands
Discussant:
Bridget Somekth, Manchester Metropolitan University,
United Kingdom
What the territory teaches about practice and what practice teaches about the
territory: A novice teacher collective searching for new ways to connect with urban,
marginalized youth
Rodrigo Fuentealba, Ministry of Education, Santiago, Chile
María Inés Noguera, Ministry of Education, Santiago, Chile
Carmen Montecinos, Ministry of Education, Santiago, Chile
What have we learned from all this? Four years of teaching an action research
course: Insights of a “second order”
Lily Orland-Barak, Haifa University, Israel
Ella Mazor, Gordon School of Education, Israel
Constructing teachers’ communities of inquiry through action research on action
research
Michal Zellermayer, Levinsky College of Education, Israel
21
Q1
30th Aug
11:00 - 12:20
Room PSY 2 B
Paper Presentation
NEW WAYS OF LEARNING
Chair: Clotilde Pontecorvo, University of Rome La Sapienza, Italy
Learning to understand through reading fiction
Aino-Maija Lahtinen, University of Helsinki, Finland
What does the bible do in science textbooks - Language and ideology in Israeli
textbooks in the social and natural sciences: A critical discourse analysis of scientific
language as it is recontextualised for educational purposes
Nurit Peled-Elhanan, Hebrew University, Jerusalem, Israel
From usual distances to ultralong distances and to ultrashort distances
Meyir V. Shunyakov, Michlelet Lifshitz College, Jerusalem, Israel
Lea V. Lavrik, Michlalah Jerusalem College, Israel
Josef Feigenberg, Jerusalem Interdisciplinary Seminar, Israel
The interplay between language meaning and thought and understanding objects of
knowledge
Lennart Svensson, Lund University, Sweden
Elsie Anderberg, Gothenburg University, Sweden
Thorsten Johansson, Uppsala University, Sweden
Christer Alvegård, Blekinge Institute of Technology, Karlskrona, Sweden
22
Q2
30th Aug
11:00 - 12:20
Room BIO G A
Paper Presentation
ASSESSMENT AND SELF-EVALUATION
Chair: Filip Dochy, University of Maastricht, The Netherlands and University of
Leuven, Belgium
Motivation, self-regulation, goal orientation and achievement; Changes from end of
primary to early high school
Sirkku Kupiainen, University of Helsinki, Finland
On the use of students’ science notebooks as an assessment tool
Maria A. Ruiz-Primo, Stanford University, USA
Li Min, University of Washington, USA
StoneSoup: An electronic portfolio system for learner-centered assessment
Juna Z. Snow, University of Illinois at Urbana-Champaign, USA
23
Q3
30th Aug
11:00 - 12:20
Room BIO G B
Paper Presentation
TEACHING AT THE UNIVERSITY
Chair: Olga Dysthe, University of Bergen, Norway
Shared teaching in universities
Josep Juandó Bosch, University of Girona, Spain
María Pérez Cabaní, University of Girona, Spain
Staff development in a higher education course based on project-based learning
approach
Ilana Lavy, Emek Yezreel College, Israel
Frank Moti, Technion Israel Institute of Technology, Israel
Building firm curricula on shaky grounds: The impact of contextual factors on the
development of programmes in the bachelor-master structure
Piet Verhesschen, Catholic University of Leuven, Belgium
An Verburgh, Catholic University of Leuven, Belgium
Teacher training for the implementation of innovative mathematical learning
materials for self-study
Nellie Verhoef, University of Twente, The Netherlands
Cees Terlouw, University of Twente, The Netherlands
Jan van den Akker, University of Twente, The Netherlands
24
Q4
30th Aug
11:00 - 12:20
Room BIO G E
Paper Presentation
OUT OF SCHOOL INFLUENCES ON STUDENT BEHAVIOUR
Chair: K. Ann Renninger, Swarthmore College, USA
Pupils' relationship with school: Icing on the cake or an important ingredient of
motivation and learning?
Judith Ireson, University of London, United Kingdom
Susan Hallam, University of London, United Kingdom
Clare Hurley, University of London, United Kingdom
Parenting self-efficacy and children´s school-related competencies
Niina Junttila, University of Turku, Finland
Marja Vauras, University of Turku, Finland
Relation between social support, school climate and maladaptive social behaviour of
students in secondary vocational education
Marie-José Koerhuis, Leiden University, The Netherlands
Els De Koning, Leiden University, The Netherlands
Monique Boekaerts, Leiden University, The Netherlands
Long-term influences of parental partnership quality on their children’s effort
avoiding tendencies in primary grade: Results of a longitudinal study
Brigitte Rollett, University of Vienna, Austria
Harald Werneck, University of Vienna, Austria
25
Q5
30th Aug
11:00 - 12:20
Room PSY 3 G
Paper Presentation
COOPERATIVE AND COLLABORATIVE LEARNING
Chair: Helen Cowie, University of Surrey, London, United Kingdom
Motivation and conflict in cooperative learning
Céline Darnon, Pierre Mendès France University, Grenoble, France
Fabrizio Butera, Pierre Mendès France University, Grenoble, France
Collaborative learning online: Fostering effective groups
Richard De Lisi, Rutgers State University of New Jersey, USA
Angela M. O’Donnell, Rutgers State University of New Jersey, USA
Evaluating the effectivity of “learning by reciprocal teaching”
Anne A. Huber, Hochschule Weingarten, Germany
Student elaborations in cooperative learning dyads
Jeroen Janssen, University of Nijmegen, The Netherlands
Karen Krol, University of Nijmegen, The Netherlands
Simon Veenman, University of Nijmegen, The Netherlands
26
Q6
30th Aug
11:00 - 12:20
Room PSY 2 C
Paper Presentation
ICT AND KNOWLEDGE REPRESENTATION
Chair: Richard Joiner, University of Bath, United Kingdom
Integrating Web publishing and visual mapping tools: Designing environments to
support self-organized learning and reflection
Sebastian Fiedler, University of Augsburg, Germany
Priya Sharma, Pennsylvania State University, USA
Mental representations involved in computational simulations
Ileana María Greca, University of Rio Grande do Sul, Brasile
Rita María Otero, UNICEN, Argentina
Marco A. Moreira, University of Rio Grande do Sul, Brasile
Structural and conceptual orientation problems in learning from hypermedia
Andrea Heiss, University of Koblenz-Landau, Germany
Wolfgang Schnotz, University of Koblenz-Landau, Germany
Learning about biodiversity with new media: Evaluation of an information system
Detlef Urhahne, University of Munich, Germany
Angela Krombass, University of Munich, Germany
Ute Harms, University of Munich, Germany
27
Q7
30th Aug
11:00 - 12:20
Room PSY 2 E
Paper Presentation
THE ROLE OF INTERVENTION IN SPECIAL EDUCATION NEEDS
Chair: Pirjo Aunio, University of Helsinki, Finland
An ADHD-classroom – A pedagogy and its paradoxes
Eva Hjörne, Göteborg University, Sweden
Roger Säljö, Göteborg University, Sweden
Case studies of integration in four Hong Kong schools
Chris Dowson, Vivian Heung, Ho Fuk Chuen, Angelina Hon, Philip Hui, Pattie Luk,
Kenneth Sin, Ellen Yip, Celeste Yuen, Wing Liu and Alice Chan Ka Bo, Hong Kong
Institute of Education, China
An analysis of the characteristics of effective teachers of gifted secondary students
Wilma Vialle, University of Wollongong, Australia
28
Q8
30th Aug
11:00 - 12:20
Room PSY 4 R
Paper Presentation
MORAL AND RELIGIOUS COMPONENTS IN DIFFERENT INTERCULTURAL SETTINGS
Chair: Wiel Veugelers, University of Amsterdam, The Netherlands
What a difference a pedagogical approach makes? Performing quality in teachers’
moral encounters with students
Jukka Husu, University of Helsinki, Finland
Integration process of the Roma children from the Belgrade "Deponija" enclave in the
education system
Suncica Macura-Milovanovic, University of Belgrade, Serbia
Predictors of pro-environmental behaviour: Comparison between pre-service teachers
and 9th graders from two cultures
Abidelfatah Nasser, Beit-Berl College of Education, Israel
Fadia Nasser, Tel Aviv University, Israel
Perceptions of spirituality among youth differing on culture, religion and gender
Yisrael Rich, Bar Ilan University, Ramat Gan, Israel
Rachel Gali Cinamon, School of Education, Tel Aviv University, Israel
29
Q9
30th Aug
11:00 - 12:20
Room BIO G C
Paper Presentation
PROCESSES OF WORKPLACE LEARNING
Chair: Päivi Tynjälä, University of Jyväskylä, Finland
Expert development process as workplace learning
Kenji Hirara, Sanno Institute of Management, Tokyo, Japan
Hiromitsu Muta, Tokyo Institute of Technology, Japan
Takashi Kusumi, Kyoto University, Japan
Innovation and learning in practice: Testing a research model
Aimee Hoeve, Stoas Research, Wageningen, The Netherlands
Loek F. Nieuwenhuis, Stoas Research, Wageningen, The Netherlands
How self-organised are professionals in their learning at the workplace?
Hanneke Koopmans, Nyenrode University, The Netherlands
Paradigms for work related learning
Loek F. Nieuwenhuis, Stoas Research, Wageningen, The Netherlands
M.Van Woerkom, University of Twente, The Netherlands
30
Q 10
30th Aug
11:00 - 12:20
Room PSY 3 I
Paper Presentation
TECHNOLOGY, LEARNING AND EXPERTISE
Chair: Henny P. Boshuizen, Open University, The Netherlands
Effects of the use of technology on school management practices: An inquiry
Liisa Ilomäki, University of Helsinki, Finland
Kai Hakkarainen, University of Helsinki, Finland
Competence development in school- and work-based learning
Cindy Poortman, University of Twente, The Netherlands
Wim J. Nijhof, University of Twente, The Netherlands
Learning of university teachers and the use of ICT
Jurjen Van der Groep, Utrecht University, The Netherlands
Wilfried Admiraal, Utrecht University, The Netherlands
Robert-Jan Simons, Utrecht University, The Netherlands
Integrating e-learning with working practices
Slotte Virpi, University of Helsinki, Finland
31
Q 11
30th
Aug
11:00 - 12:20
Room PSY 4 S
Paper Presentation
BELIEFS AND CULTURAL ASPECTS IN SCIENCE LEARNING
Chair: Silvia Caravita, CNR, Rome, Italy
Effects of family, school and student attitudes on science achievement
Constantinos Papanastasiou, University of Cyprus, Cyprus
Elena Papanastasiou, University of Cyprus, Cyprus
“They should stop inventing these controversial things...”: Students’ representations
about controversial socio-scientific issues
Pedro Reis, University of Lisbon, Portugal
Cecília Galvão, University of Lisbon, Portugal
Investigating variations between Confucian-heritage-culture and non-Confucianheritage-culture science classroom learning environments: Initial findings
Gregory P. Thomas, Hong Kong Institute of Education, China
Relations between secondary chemistry students’ beliefs, goal orientations, and
knowledge structures
Rutger Van de Sande, Eindhoven University of Technology, The Netherlands
Johan Van der Sanden, Eindhoven University of Technology, The Netherlands
Geeske Van Hoeve-Brouwer, Eindhoven University of Technology, The Netherlands
Albert Pilot, Utrecht University, The Netherlands
32
Q 12
30th Aug
11:00 - 12:20
Room PSY 3 F
Paper Presentation
INTERCULTURAL LEARNING AS A CHALLENGE FOR LEARNING ENVIRONMENT DEVELOPMENT
Chair: Bianca Maria Varisco, University of Padova, Italy
Peer play interaction and pragmatic development in language minority children
Vibeke Aukrust, University of Oslo, Norway
Rydland Veslemoy, University of Oslo, Norway
The design of intercultural reading books in order to develop functional literacy for
Chilean ethnic communities
Beatriz Figueroa, University of Concepción, Chile
Cross-cultural rearing: Italian – Swedish young adults experiences of growing up with
two cultures
Elisabet Plojel Westmoreland, Lund University, Sweden
The culture laboratory – Analysing tools for intercultural learning
Marianne Teräs, University of Helsinki, Finland
Yrjö Engeström, University of Helsinki, Finland
33
Q 13
30th Aug
11:00 - 12:20
Room PSY 3 L
Paper Presentation
REFLECTING ON LEARNING
Chair: Eva Czerniawska, University of Warsaw, Poland
English and Australian university students’ reflections on learning: A model
Gillian M. Boulton-Lewis, Queensland University of Technology, Australia
Jan H. F. Meyer, Durham University, United Kingdom
Lynn A. Wilss, Queensland University of Technology, Australia
Tracey A. Papinczak, Queensland University of Technology, Australia
Reflecting on the life of the mind
Luigina Mortari, University of Verona, Italy
Massimiliano Tarozzi, University of Trento, Italy
Influence of self-concept on motivation and learning among first-year psychology
students
Sandrine Neuville, University of Leuven, Belgium
Etienne Bourgeois, University of Leuven, Belgium
Building confidence in using information resources: A core academic skill
Bill Norton, Lin Norton, Sue Thomas, Tim Griffiths, David Walters, Stephen Perrin
and Tessa Owens, Liverpool Hope University College, United Kingdom
34
Q 14
30th Aug
11:00 - 12:20
Room BIO 1 G
Paper Presentation
ACADEMIC SELF-CONCEPT AND SELF-EFFICACY IN MOTIVATION
RESEARCH
Chair: Mary Ainley, University of Melbourne, Australia
Profiling individual differences in students' personal interest, task goal orientation,
perceived self-efficacy, and task value
Bodil S. Olaussen, University of Oslo, Norway
Ivar Bråten, University of Oslo, Norway
Motivation and self–efficacy in students attending heterogeneous and ability-grouped
classes
Cirila Peklaj, University of Ljubljana, Slovenia
Drago Zagar, University of Ljubljana, Slovenia
Sonja Pecjak, University of Ljubljana, Slovenia
Melita Puklek-Levpuscek, University of Ljubljana, Slovenia
The genesis and development of academic self-efficacy and achievement: A longitudinal analysis
Huy Phan, University of Sydney, Australia
Richard Walker, University of Sydney, Australia
Internal and external frames of reference: Relations with achievement and academic
self-concept
Sidsel Skaalvik, Norwegian University of Science and Technology, Ranheim, Norway
Einar Skaalvik, Norwegian University of Science and Technology, Ranheim, Norway
35
Q 15
30th Aug
11:00 - 12:20
Room BIO Aula Magna
Paper Presentation
THE TEXT AND THE READER
Chair: Carmen Vizcarro, Autonomous University of Madrid, Spain
University students’ interpretation of media reports of science and its relationship to
background knowledge, interest, and reading difficulty
Stephen P. Norris, University of Alberta, Edmonton, Canada
Linda M. Phillips, University of Alberta, Edmonton, Canada
Experimental manipulations of motivation and their effects on the situational
representation of text
Ellen Schaffner, University of Bielefeld, Germany
Ulrich Schiefele, University of Bielefeld, Germany
How to make a learnable text: Interaction between the text and the reader
Eduardo Vidal-Abarca, University of Valencia, Spain
Ramiro Gilabert, University of Valencia, Spain
36
Q 16
30th Aug
11:00 - 12:20
Room PSY 4 P
Paper Presentation
ISSUES IN READING COMPREHENSION
Chair: Lucia Lumbelli, University of Trieste, Italy
Literacy competencies in a multilingual country
Anne-Marie Broi, ORESTE, Neuchâtel, Switzerland
Anne Soussi, SRED, Genève, Switzerland
Jean Moreau, URSP, Lausanne, Switzerland
Martine Wirthner, IRDP, Neuchâtel, Switzerland
Understanding teachers’ knowledge of, and attitude to metalinguistics in the process
of learning to read
Ruth Fielding-Barnsley, Queensland University of Technology, Australia
Nola Purdie, Queensland University of Technology, Australia
Predicting word reading achievement in grade 1 from cognitive-linguistic precursors
of reading and early motivational tendencies
Janne Lepola, University of Turku, Finland
Elisa Poskiparta, University of Turku, Finland
When implausible arguments foster learning: Epistemological evaluations in text
comprehension
Tobias Richter, University of Cologne, Germany
37
Q 17
30th Aug
11:00 - 12:20
Room PSY 2 A
Paper Presentation
PROBLEM SOLVING IN MULTIMEDIA ENVIRONMENTS
Chair: Maria Cardelle-Elawar, Arizona State University West, USA
Information problem solving: Analysis of a complex cognitive skill
Saskia Brand-Gruwel, Open University, The Netherlands
Iwan Wopereis, Open University, The Netherlands
Yvonne Vermetten, Breda University,The Netherlands
Optimising the number of steps in systematic approaches to problem solving for
competency-based multimedia practicals
Rob J. Nadolski, Open University, The Netherlands
Paul A. Kirschner, Open University, The Netherlands
Jeroen J.G. van Merriënboer, Open University, The Netherlands
How do multiple representations support a problem-solving process?
Parnafes Orit, University of California, Berkeley, USA
Enhancing online learning communities: Interaction, problem-solving, and feedback
Peter Reimann, University of Sydney, Australia
Joerg Zumbach, University of Heidelberg, Germany
38
Q 18
30th Aug
11:00 - 12:20
Room BIO G D
Paper Presentation
NETWORKED COLLABORATION
Chair: Donatella Cesareni, University of Rome, Italy
Supporting peer interaction in online learning environments
Ard W. Lazonder, University of Twente, The Netherlands
Quality of collaborative interactions in different CSCL-environments
Lisette Munneke, Utrecht University, The Netherlands
Jerry E. B. Andriessen, Utrecht University, The Netherlands
Gellof Kanselaar, Utrecht University, The Netherlands
Use of scaffolds in collaborative networked learning environments
Marjaana Rahikainen, University of Helsinki, Finland
Jiri Lallimo, University of Helsinki, Finland
Lasse Lipponen, University of Helsinki, Finland
Minna Lakkala, University of Helsinki, Finland
Judith Kleine Staarman, University of Nijmegen, The Netherlands
Computer supported collaborative learning as situated practice
Maarit Saarenkunnas, University of Oulu, Finland
Leena Kuure, University of Oulu, Finland
Peppi Taalas, University of Jyväskylä, Finland
Katriina Vakkila, University of Jyväskylä, Finland
39
Q 19
30th Aug
11:00 - 12:20
Room PSY 2 D
Paper Presentation
TEACHING WRITING: ALTERNATIVE METHODS
Chair: David Galbraith, Staffordshire University, United Kingdom
Contribution of experts, through the use of Internet, to the development of 6th-grade
students writing ability
Marilou Bélisle, University of Sherbrooke, Canada
Denis Bédard, University of Sherbrooke, Canada
Scaffolding improvements in the quality of subject specific writing in secondary
schools
Peter Davies, Staffordshire University, United Kingdom
The effect of teaching language of thinking through concept mapping on the quality of
argumentative essay writing
Nurit Nathan, Kaye College of Education, Beer Sheva, Israel
Ely Kozminsky, Ben Gurion University, Beer Sheva, Israel
What is the object taught in the classroom? Comparative analysis of teaching writing
in French speaking Switzerland
Bernard Schneuwly, University of Geneva, Switzerland
Joaquim Dolz, University of Geneva, Switzerland
40
30th
Aug
12:25-13:25
Room
BASSI 2 D
Keynote Address
Wolff-Michael Roth, University of Victoria, Canada
Contradictions in "Learning Communities”
Chair: Stella Vosniadou, University of Athens, Greece
13:30-14:30
Room
BASSI 2 D
Closing Ceremony
Pietro Boscolo, University of Padova, Italy
Lucia Mason, University of Padova, Italy
Aperitif
41