메뉴 건너뛰기




Volumn 26, Issue 3, 2008, Pages 379-424

Productive failure

Author keywords

[No Author keywords available]

Indexed keywords


EID: 46849100254     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370000802212669     Document Type: Article
Times cited : (602)

References (60)
  • 4
    • 33747094844 scopus 로고    scopus 로고
    • Designing social infrastructure: Critical issues in creating learning environments with technology
    • Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating learning environments with technology. The Journal of the Learning Sciences, 15(3), 301-329.
    • (2006) The Journal of the Learning Sciences , vol.15 , Issue.3 , pp. 301-329
    • Bielaczyc, K.1
  • 5
    • 0009958410 scopus 로고
    • Coming to understand things we could not previously understand
    • J. F. Kavanaugh and W. Strange Eds, Cambridge, MA: MIT Press
    • Bransford, J. D., & Nitsch, K. E. (1978). Coming to understand things we could not previously understand. In J. F. Kavanaugh and W. Strange (Eds.), Speech and language in the laboratory, school, arid clinic. Cambridge, MA: MIT Press.
    • (1978) Speech and language in the laboratory, school, arid clinic
    • Bransford, J.D.1    Nitsch, K.E.2
  • 6
    • 84965520752 scopus 로고
    • Situated cognition and the culture of learning
    • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational ResearcHer, 18(1), 32-42.
    • (1989) Educational ResearcHer , vol.18 , Issue.1 , pp. 32-42
    • Brown, J.S.1    Collins, A.2    Duguid, P.3
  • 8
    • 0031510165 scopus 로고    scopus 로고
    • Quantifying qualitative analyses of verbal data: A practical guide
    • Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6(3), 271-315.
    • (1997) The Journal of the Learning Sciences , vol.6 , Issue.3 , pp. 271-315
    • Chi, M.T.H.1
  • 9
    • 17444380790 scopus 로고    scopus 로고
    • Commonsense conceptions of emergent processes: Why some misconceptions are robust
    • Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14(2), 161-199.
    • (2005) The Journal of the Learning Sciences , vol.14 , Issue.2 , pp. 161-199
    • Chi, M.T.H.1
  • 10
    • 58149410841 scopus 로고
    • Categorization and representation of physics problems by experts and novices
    • Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
    • (1981) Cognitive Science , vol.5 , pp. 121-152
    • Chi, M.T.H.1    Feltovich, P.J.2    Glaser, R.3
  • 11
    • 0036436003 scopus 로고    scopus 로고
    • The effects of argumentation scaffolds on argumentation and problem, solving
    • Cho, K. L., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem, solving. Educational Technology, Research and Development, 50(3), 5-22.
    • (2002) Educational Technology, Research and Development , vol.50 , Issue.3 , pp. 5-22
    • Cho, K.L.1    Jonassen, D.H.2
  • 14
    • 46849108613 scopus 로고    scopus 로고
    • Epstein, J. M., & Axtell, R. (1996). Growing artificial societies: Social science from the bottom up. Washington, DC/Cambridge, MA: Brookings Institution Press/MIT Press.
    • Epstein, J. M., & Axtell, R. (1996). Growing artificial societies: Social science from the bottom up. Washington, DC/Cambridge, MA: Brookings Institution Press/MIT Press.
  • 15
    • 13244289654 scopus 로고    scopus 로고
    • Computer support for collaborative and argumentative writing
    • E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merrienboer Eds, Amsterdam, Pergamon, Elsevier Science
    • Erkens, G., Kanselaar, G., Prangsma, M., & Jaspers, J. (2003). Computer support for collaborative and argumentative writing. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 157-176). Amsterdam.: Pergamon, Elsevier Science.
    • (2003) Powerful learning environments: Unravelling basic components and dimensions , pp. 157-176
    • Erkens, G.1    Kanselaar, G.2    Prangsma, M.3    Jaspers, J.4
  • 16
    • 24944448235 scopus 로고    scopus 로고
    • Knowledge convergence in computer-supported collaborative learning: The role of external representation tools
    • Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning: The role of external representation tools. The Journal of the Learning Sciences, 14(3), 405-41.
    • (2005) The Journal of the Learning Sciences , vol.14 , Issue.3 , pp. 405-441
    • Fischer, F.1    Mandl, H.2
  • 18
    • 0037262271 scopus 로고    scopus 로고
    • Scaffolding students' problem-solving processes in an ill-structured task using question prompts and peer interactions
    • Ge, X., & Land, S. M. (2003). Scaffolding students' problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology, Research and Development, 51(1), 21-38.
    • (2003) Educational Technology, Research and Development , vol.51 , Issue.1 , pp. 21-38
    • Ge, X.1    Land, S.M.2
  • 19
    • 0000527318 scopus 로고
    • The structure of design problem spaces
    • Goel, V., & Pirolli, P. (1992). The structure of design problem spaces. Cognitive Science, 16, 395-429.
    • (1992) Cognitive Science , vol.16 , pp. 395-429
    • Goel, V.1    Pirolli, P.2
  • 20
    • 32644432690 scopus 로고    scopus 로고
    • The complex systems see-change in education
    • Goldstone, R. L. (2006). The complex systems see-change in education. The Journal of the Learning Sciences, 15(1), 35-43.
    • (2006) The Journal of the Learning Sciences , vol.15 , Issue.1 , pp. 35-43
    • Goldstone, R.L.1
  • 21
    • 23944453110 scopus 로고    scopus 로고
    • Computational models of collective behavior
    • Goldstone, R. L., & Janssen, M. A. (2005). Computational models of collective behavior. Trends in Cognitive Sciences, 9(9), 424-429.
    • (2005) Trends in Cognitive Sciences , vol.9 , Issue.9 , pp. 424-429
    • Goldstone, R.L.1    Janssen, M.A.2
  • 22
    • 32644453818 scopus 로고    scopus 로고
    • Complex systems in education: Scientific and educational importance and implications for the learning sciences
    • Jacobson, M. J., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. The Journal of the Learning Sciences, 15(1), 11-34.
    • (2006) The Journal of the Learning Sciences , vol.15 , Issue.1 , pp. 11-34
    • Jacobson, M.J.1    Wilensky, U.2
  • 24
    • 0035531742 scopus 로고    scopus 로고
    • Communication patterns in. computer-mediated vs. face-to-face group problem solving
    • Jonassen, D. H., & Kwon, H. I. (2001). Communication patterns in. computer-mediated vs. face-to-face group problem solving. Educational Technology, Research and Development, 49(1), 35-52.
    • (2001) Educational Technology, Research and Development , vol.49 , Issue.1 , pp. 35-52
    • Jonassen, D.H.1    Kwon, H.I.2
  • 25
    • 34548484133 scopus 로고    scopus 로고
    • The effect of problem type on collaborative problem solving in a synchronous computer-mediated environment
    • Kapur, M., & Kinzer, C. (2007). The effect of problem type on collaborative problem solving in a synchronous computer-mediated environment. Educational Technology, Research and Development, 55(5), 439-459.
    • (2007) Educational Technology, Research and Development , vol.55 , Issue.5 , pp. 439-459
    • Kapur, M.1    Kinzer, C.2
  • 26
    • 43549084135 scopus 로고    scopus 로고
    • Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups
    • Kapur, M., Voiklis, J., & Kinzer, C. (2007). Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups. Computers and Education, 51, 54-66.
    • (2007) Computers and Education , vol.51 , pp. 54-66
    • Kapur, M.1    Voiklis, J.2    Kinzer, C.3
  • 30
    • 33744807434 scopus 로고    scopus 로고
    • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
    • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
    • (2006) Educational Psychologist , vol.41 , Issue.2 , pp. 75-86
    • Kirschner, P.A.1    Sweller, J.2    Clark, R.E.3
  • 32
    • 0031288389 scopus 로고    scopus 로고
    • The effects of group decision support systems and task structures on group communication and decision quality
    • Lam, S. K. (1997). The effects of group decision support systems and task structures on group communication and decision quality. Journal of Management Information Systems, 13(4), 193-215.
    • (1997) Journal of Management Information Systems , vol.13 , Issue.4 , pp. 193-215
    • Lam, S.K.1
  • 34
    • 33751506977 scopus 로고    scopus 로고
    • Sameness and difference in transfer
    • Marton, F. (2006). Sameness and difference in transfer. The Journal of the Learning Sciences, 15(4), 499-535.
    • (2006) The Journal of the Learning Sciences , vol.15 , Issue.4 , pp. 499-535
    • Marton, F.1
  • 35
    • 0035290114 scopus 로고    scopus 로고
    • Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge
    • McNamara, D. S. (2001). Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55(1), 51-62.
    • (2001) Canadian Journal of Experimental Psychology , vol.55 , Issue.1 , pp. 51-62
    • McNamara, D.S.1
  • 36
    • 0002834054 scopus 로고    scopus 로고
    • Are good texts always better? Interactions of text, coherence, background knowledge, and levels of understanding in learning from text
    • McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text, coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1-43.
    • (1996) Cognition and Instruction , vol.14 , Issue.1 , pp. 1-43
    • McNamara, D.S.1    Kintsch, E.2    Songer, N.B.3    Kintsch, W.4
  • 38
    • 84937297347 scopus 로고
    • Decision development in computer-assisted group decision making
    • Poole, M. S., & Holmes, M. E. (1995). Decision development in computer-assisted group decision making. Human Communications Research, 22(1), 90-127.
    • (1995) Human Communications Research , vol.22 , Issue.1 , pp. 90-127
    • Poole, M.S.1    Holmes, M.E.2
  • 40
    • 4043178469 scopus 로고    scopus 로고
    • Scaffolding complex learning: The mechanisms of structuring and problematizing student work
    • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 423-451.
    • (2004) The Journal of the Learning Sciences , vol.13 , Issue.3 , pp. 423-451
    • Reiser, B.J.1
  • 41
    • 0003057137 scopus 로고    scopus 로고
    • Learning by collaborating: Convergent conceptual change
    • T. Koschmann Ed, Mahwah, NJ: Erlbaum
    • Roschelle, J. (1996). Learning by collaborating: Convergent conceptual change. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 209-248). Mahwah, NJ: Erlbaum.
    • (1996) CSCL: Theory and practice of an emerging paradigm , pp. 209-248
    • Roschelle, J.1
  • 42
    • 0003778293 scopus 로고    scopus 로고
    • New York: John Wiley & Sons, Inc
    • Ross, S. M. (1996). Stochastic processes. New York: John Wiley & Sons, Inc.
    • (1996) Stochastic processes
    • Ross, S.M.1
  • 43
    • 0346859968 scopus 로고    scopus 로고
    • Knowledge building
    • J. W. Guthrie Ed, New York: Macmillan Reference
    • Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (pp. 1370-1373). New York: Macmillan Reference.
    • (2003) Encyclopedia of education , pp. 1370-1373
    • Scardamalia, M.1    Bereiter, C.2
  • 44
    • 37949038458 scopus 로고    scopus 로고
    • The impact of role assignment as a scripting tool on knowledge construction in asynchronous discussion groups
    • T. Koschmann, D. Suthers, & T. W. Chan Eds, Mahwah, NJ: Erlbaum
    • Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (2005). The impact of role assignment as a scripting tool on knowledge construction in asynchronous discussion groups. In T. Koschmann, D. Suthers, & T. W. Chan (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 557-566). Mahwah, NJ: Erlbaum.
    • (2005) Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 , pp. 557-566
    • Schellens, T.1    Van Keer, H.2    Valcke, M.3    De Wever, B.4
  • 47
    • 3042583333 scopus 로고    scopus 로고
    • Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction
    • Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22(2), 129-184.
    • (2004) Cognition and Instruction , vol.22 , Issue.2 , pp. 129-184
    • Schwartz, D.L.1    Martin, T.2
  • 51
    • 17544368681 scopus 로고    scopus 로고
    • Group cognition in. computer-assisted collaborative learning
    • Stahl, G. (2005). Group cognition in. computer-assisted collaborative learning. Journal of Computer Assisted Learning, 21, 79-90.
    • (2005) Journal of Computer Assisted Learning , vol.21 , pp. 79-90
    • Stahl, G.1
  • 53
    • 33748683360 scopus 로고    scopus 로고
    • Technology affordances for intersubjective meaning making: A research agenda for CSCL
    • Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3), 315-337.
    • (2006) International Journal of Computer-Supported Collaborative Learning , vol.1 , Issue.3 , pp. 315-337
    • Suthers, D.D.1
  • 54
    • 0037995721 scopus 로고    scopus 로고
    • An empirical study of the effects of representational guidance on collaborative learning
    • Suthers, D., & Hundhausen, C. (2003). An empirical study of the effects of representational guidance on collaborative learning. The Journal of the Learning Sciences, 12(2), 183-219.
    • (2003) The Journal of the Learning Sciences , vol.12 , Issue.2 , pp. 183-219
    • Suthers, D.1    Hundhausen, C.2
  • 55
    • 0000819688 scopus 로고
    • Cognitive load during problem solving: Effects on learning
    • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
    • (1988) Cognitive Science , vol.12 , pp. 257-285
    • Sweller, J.1
  • 56
    • 0041381613 scopus 로고    scopus 로고
    • Rule learning events in the acquisition of a complex skill: An evaluation of cascade
    • VanLehn, K. (1999). Rule learning events in the acquisition of a complex skill: An evaluation of cascade. The Journal of the Learning Sciences, 8(1), 71-125.
    • (1999) The Journal of the Learning Sciences , vol.8 , Issue.1 , pp. 71-125
    • VanLehn, K.1
  • 58
    • 0002643259 scopus 로고
    • Problem solving and reasoning in ill-structured domains
    • C. Antaki Ed, London: Sage Publications
    • Voss, J. F. (1988). Problem solving and reasoning in ill-structured domains. In C. Antaki (Ed.), Analyzing everyday explanation: A casebook of methods (pp. 74-93). London: Sage Publications.
    • (1988) Analyzing everyday explanation: A casebook of methods , pp. 74-93
    • Voss, J.F.1
  • 59
    • 33644542430 scopus 로고    scopus 로고
    • Toulmin's model and the solving of ill-structured problems
    • Voss, J. F. (2005). Toulmin's model and the solving of ill-structured problems. Argumentation, 19, 321-329.
    • (2005) Argumentation , vol.19 , pp. 321-329
    • Voss, J.F.1
  • 60
    • 85065956350 scopus 로고    scopus 로고
    • Wampold, B. E. (1992). The intensive examination of social interaction. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case research design and analysis: New directions for psychology and education (pp. 93-13.1). Hillsdale, NJ: Erlbaum.
    • Wampold, B. E. (1992). The intensive examination of social interaction. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case research design and analysis: New directions for psychology and education (pp. 93-13.1). Hillsdale, NJ: Erlbaum.


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.