In Event: 16.059 - Poster Session 2

Division C - Learning and Instruction / Division C - Section 3a: Learning Environments

23. Teacher Use of Plan-Do-Study-Act Cycles to Increase Science Achievement - Maritza Lozano, University of California - Los Angeles; Sarah Mejia, University of California, Los Angeles; Louis M. Gomez, University of California - Los Angeles

24. Exploring the Knowledge-Building Process and Its Relation to Epistemic and Conceptual Understanding - Feng Lin, University of Wisconsin - Madison; Carol K. Chan, University of Hong Kong; Jan van Aalst, The University of Hong Kong

25. Looking Through the Eyes of Students in Vocational Education, From Their Present Learning Environments Into the Future - Ingeborg Plackle, Vrije Universiteit Brussel; Karen Könings; Nadine S.L. Engels, Vrije Universiteit Brussel; Wolfgang Jacquet, Vrije Universiteit Brussel; Katrien Struyven, Vrije Universiteit Brussel; Arno Libotton, Vrije Universiteit Brussel; Jeroen J.G. Van Merrienboer, Maastricht University

26. Topic-Specific Knowledge Nodes: The Codevelopment of Topic Knowledge and Topic-Specific Epistemologies in a Traditionally Organized University Course - Ahmet Kilinc, Uludag University; Eralp Bahcivan, Abant Izzet Baysal University; Ozkan Gorgulu, Ahi Evran Üniversitesi

27. Exploring Teaching Beliefs and Readiness of Using Differentiation Instruction: From Hong Kong Elementary Teachers' Perspectives - Sally Wai-Yan Wan, The Chinese University of Hong Kong; Fergus Tsz-Hin Cheung, The Chinese University of Hong Kong; David Chong-Kwai Yeung, Chinese University of Hong Kong; Chun Jacky Wong, The Chinese University of Hong Kong

28. Secondary School Students' Critical-Thinking Ability: Association With Their Perceptions of the Classroom Environment, Cognitive Strategies, Motivational Beliefs, and Subject Knowledge - Yee Wan Kwan; Angela Foong Lin Wong, National Institute of Education - Nanyang Technological University