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{
    "pk": 25958,
    "title": "Varying Effects of Subgoal Labeled Procedural Instructions in STEM Learning",
    "subtitle": null,
    "abstract": "This study discusses differences in problem solving performance among different domains presumably caused by the\nsame instructional intervention. Discpline-based education research (DBER) acknowledges similarities in learners’ cognitive\narchitecture that allow interventions to transfer among domains, but it also argues that each domain has characteristics that might\naffect how interventions impact learning. The present study uses an instructional design technique that had previously improved\nlearners’ problem solving performance in programming: subgoal labeled procedural instructions and worked examples. The\npresent study explores the effect of this technique for solving problems in statistics and chemistry. The problem solving\nprocedures in the three domains have different characteristics. Similarly, each of the three experiments has a different pattern\nof results for problem solving performance. This study concludes that subgoal labeled worked examples seem to be equally\neffective across the different domains. Subgoal labeled procedural instructions, however, seem to be most effective for more\ncomplex procedures.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Member Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/672863cw",
    "frozenauthors": [
        {
            "first_name": "Lauren",
            "middle_name": "",
            "last_name": "Margulieux",
            "name_suffix": "",
            "institution": "Georgia Institute of Technology",
            "department": ""
        },
        {
            "first_name": "Richard",
            "middle_name": "",
            "last_name": "Catrambone",
            "name_suffix": "",
            "institution": "Georgia Institute of Technology",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25958/galley/15582/download/"
        }
    ]
}