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Volumn 5, Issue 2, 2006, Pages 137-143

An online, interactive approach to teaching neuroscience to adolescents

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CONTROLLED STUDY; FEMALE; HUMAN; INFORMATION SERVICE; LEARNING; MALE; MEDICAL RESEARCH; MULTIMEDIA; NEUROBIOLOGY; NEUROSCIENCE; PEDAGOGICS; SUBSTANCE ABUSE; TEACHING;

EID: 33746773028     PISSN: '     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.05-08-0115     Document Type: Article
Times cited : (27)

References (21)
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  • 5
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    • Anchored instruction and situated cognition revisited
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  • 10
    • 33746736978 scopus 로고    scopus 로고
    • Flash forward to problem-based science: Using a web adventure to teach science standards
    • Miller, L. M., Mayes, J. M., and Smith, D. O. (2001). Flash forward to problem-based science: using a web adventure to teach science standards. Science Scope, NSTA J. Middle School Teachers 25, 54-57.
    • (2001) Science Scope, NSTA J. middle School Teachers , vol.25 , pp. 54-57
    • Miller, L.M.1    Mayes, J.M.2    Smith, D.O.3
  • 12
    • 0036155199 scopus 로고    scopus 로고
    • Teaching neuroscience through web adventures: Adolescents reconstruct the history and science of opioids
    • Miller, L. M., Schweingruber, H., Oliver, R., Mayes, J. M., and Smith, D. O. (2002). Teaching neuroscience through web adventures: adolescents reconstruct the history and science of opioids. Neuroscientist 8, 16-22.
    • (2002) Neuroscientist , vol.8 , pp. 16-22
    • Miller, L.M.1    Schweingruber, H.2    Oliver, R.3    Mayes, J.M.4    Smith, D.O.5
  • 14
    • 0033137475 scopus 로고    scopus 로고
    • Cognitive principles of multimedia learning: The role of modality and contiguity
    • Moreno, R., and Mayer, R. E. (1999). Cognitive principles of multimedia learning: the role of modality and contiguity. J. Ed. Psych. 91(2), 358-368.
    • (1999) J. Ed. Psych. , vol.91 , Issue.2 , pp. 358-368
    • Moreno, R.1    Mayer, R.E.2
  • 15
    • 3042642594 scopus 로고    scopus 로고
    • A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory
    • Moreno, R., and Mayer, R. E. (2000). A learner-centered approach to multimedia explanations: deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning. http://www.imej.wfu.edu/articles/2000/2/05/ (accessed 14 April 2004).
    • (2000) Interactive Multimedia Electronic Journal of Computer-Enhanced Learning
    • Moreno, R.1    Mayer, R.E.2
  • 16
    • 0003608696 scopus 로고    scopus 로고
    • Washington, DC: National Academy Press
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    • (1996) National Science Education Standards
  • 18
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    • Getting side-tracked: Cognitive overload, narrative and interactive learning environments
    • Milton Keynes, United Kingdom
    • Plowman, L. (1997). Getting side-tracked: cognitive overload, narrative and interactive learning environments. In: Proceedings of UNESCO/Open University International Colloquium, Milton Keynes, United Kingdom. http://iet.open.ac.uk/ pp/s.a.rae/Meno/lydiacog.html (accessed 13 April 2006).
    • (1997) Proceedings of UNESCO/Open University International Colloquium
    • Plowman, L.1
  • 19
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    • How computers change the way we think
    • January 30, 2005
    • Turkle, S. (2004). How computers change the way we think. The Chronicle of Higher Education, January 30, 2005. http://chronicle.com/weekly/v50/i21/ 21b02601.htm (accessed 1 July 2005).
    • (2004) The Chronicle of Higher Education
    • Turkle, S.1
  • 21
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    • NCES 2004-011, Washington, DC
    • U.S. Department of Education, National Center for Educational Statistics (2003). Internet Access in U.S. Public Schools and Classrooms: 1994-2002. NCES 2004-011, Washington, DC. http://www.nces.ed.gov/pubs2004/2004011.pdf (accessed 14 April 2006).
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.