Héctor Ruiz-Martín
Biographic Data
| ID | 5676414 |
|---|---|
| NAME | Héctor Ruiz-Martín |
| GIVEN NAMES | Héctor |
| FAMILY NAME | Ruiz-Martín |
| SIGNATURE | RUIZ-MARTÍN H |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0001-6264-0829 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teaching secondary school students how to learn
This study reports on a naturalistic intervention conducted in a secondary school aimed at enhancing students' use of effective, evidence-based learning strategies grounded in cognitive science-specifically, retrieval practice and the minimization of distractions-under the hypothesis that such training would enhance academic performance. Using a quasi-experimental design, the study compared an experimental cohort with a control cohort from the pr…
The long-term effects of introducing the 5E model of instruction on students’ conceptual learning
The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students’ conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. …
No prominent works on this page.
The long-term effects of introducing the 5E model of instruction on students’ conceptual learning
The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students’ conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. …
Teaching secondary school students how to learn
This study reports on a naturalistic intervention conducted in a secondary school aimed at enhancing students' use of effective, evidence-based learning strategies grounded in cognitive science-specifically, retrieval practice and the minimization of distractions-under the hypothesis that such training would enhance academic performance. Using a quasi-experimental design, the study compared an experimental cohort with a control cohort from the pr…
Academic achievement (1 work) · Active listening (1 work) · Cognition (1 work) · Cohort (1 work) · Computer Science (1 work) · Concept learning (1 work) · Conceptual change (1 work) · Control (management (1 work) · Early Childhood Education and Development (1 work) · Education and Critical Thinking Development (1 work)