-
1
-
-
0034195057
-
Learning from examples: Instructional principles from the worked examples research
-
Atkinson, R.K., Derry, S.J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181-214.
-
(2000)
Review of Educational Research
, vol.70
, pp. 181-214
-
-
Atkinson, R.K.1
Derry, S.J.2
Renkl, A.3
Wortham, D.4
-
2
-
-
33646395954
-
Impact of reducing cognitive load on learning in a mathematical domain
-
Ayres, P. (2006). Impact of reducing cognitive load on learning in a mathematical domain. Applied Cognitive Psychology, 20, 287-298.
-
(2006)
Applied Cognitive Psychology
, vol.20
, pp. 287-298
-
-
Ayres, P.1
-
3
-
-
0346279202
-
Locus of difficulty in multi-stage mathematics problems
-
Ayres, P., & Sweller, J. (1990). Locus of difficulty in multi-stage mathematics problems. The American Journal of Psychology, 103, 167-193.
-
(1990)
The American Journal of Psychology
, vol.103
, pp. 167-193
-
-
Ayres, P.1
Sweller, J.2
-
4
-
-
33646069390
-
The split-attention principle in multimedia learning
-
In R.E. Mayer (Ed.), New York: Cambridge University Press
-
Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). New York: Cambridge University Press.
-
(2005)
The Cambridge Handbook of Multimedia Learning
, pp. 135-146
-
-
Ayres, P.1
Sweller, J.2
-
6
-
-
21844506281
-
Using worked examples as an instructional support in the algebra classroom
-
Carroll, W.M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86, 360-367.
-
(1994)
Journal of Educational Psychology
, vol.86
, pp. 360-367
-
-
Carroll, W.M.1
-
7
-
-
84970331963
-
Restructuring the classroom: Conditions for productive small groups
-
Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
-
(1994)
Review of Educational Research
, vol.64
, Issue.1
, pp. 1-35
-
-
Cohen, E.G.1
-
8
-
-
0001399281
-
The effects of schema acquisition and rule automation on mathematical problem-solving transfer
-
Cooper, G., & Sweller, J. (1987). The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347-362.
-
(1987)
Journal of Educational Psychology
, vol.79
, pp. 347-362
-
-
Cooper, G.1
Sweller, J.2
-
9
-
-
77951703586
-
-
[2004 curriculum for junior high school and Islamic junior high school]. Jakarta: Departemen Pendidikan Nasional
-
Depdiknas. (2004). Kurikulum 2004 Untuk Sekolah Menengah Pertama dan Madrasah Tsanawiyah [2004 curriculum for junior high school and Islamic junior high school]. Jakarta: Departemen Pendidikan Nasional.
-
(2004)
Kurikulum 2004 Untuk Sekolah Menengah Pertama Dan Madrasah Tsanawiyah
-
-
-
10
-
-
33847019932
-
Redundancy in foreign language reading instruction: Concurrent written and spoken presentations
-
Diao, Y., & Sweller, J. (2007). Redundancy in foreign language reading instruction: Concurrent written and spoken presentations. Learning and Instruction, 17, 78-88.
-
(2007)
Learning and Instruction
, vol.17
, pp. 78-88
-
-
Diao, Y.1
Sweller, J.2
-
12
-
-
34547732657
-
Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology
-
In J.S. Carlson & J.R. Levin (Eds.), Greenwich, CT: Information Age Publishing
-
Geary, D. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In J.S. Carlson & J.R. Levin (Eds.), Psychological perspectives on contemporary educational issues (pp. 1-99). Greenwich, CT: Information Age Publishing.
-
(2007)
Psychological Perspectives on Contemporary Educational Issues
, pp. 1-99
-
-
Geary, D.1
-
13
-
-
54349105722
-
An evolutionarily informed education science
-
Geary, D. (2008). An evolutionarily informed education science. Educational Psychologist, 43, 179-195.
-
(2008)
Educational Psychologist
, vol.43
, pp. 179-195
-
-
Geary, D.1
-
15
-
-
0037412683
-
The expertise reversal effect
-
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31.
-
(2003)
Educational Psychologist
, vol.38
, Issue.1
, pp. 23-31
-
-
Kalyuga, S.1
Ayres, P.2
Chandler, P.3
Sweller, J.4
-
16
-
-
0035438174
-
When problem solving is superior to studying worked examples
-
Kalyuga, S., Chandler, P., Sweller, J., & Tuovinen, J.E. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93(3), 579-588.
-
(2001)
Journal of Educational Psychology
, vol.93
, Issue.3
, pp. 579-588
-
-
Kalyuga, S.1
Chandler, P.2
Sweller, J.3
Tuovinen, J.E.4
-
17
-
-
61449213872
-
A cognitive load approach to collaborative learning: United brains for complex tasks
-
Kirschner, F., Paas, F., & Kirschner, P.A. (2009a). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21(1), 31-42.
-
(2009)
Educational Psychology Review
, vol.21
, Issue.1
, pp. 31-42
-
-
Kirschner, F.1
Paas, F.2
Kirschner, P.A.3
-
18
-
-
59049093316
-
Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency
-
Kirschner, F., Paas, F., & Kirschner, P.A. (2009b). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25(2), 306-314.
-
(2009)
Computers in Human Behavior
, vol.25
, Issue.2
, pp. 306-314
-
-
Kirschner, F.1
Paas, F.2
Kirschner, P.A.3
-
19
-
-
33744807434
-
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., Sweller, J., & Clark, R. (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, 75-86.
-
(2006)
Educational Psychologist
, vol.41
, pp. 75-86
-
-
Kirschner, P.1
Sweller, J.2
Clark, R.3
-
20
-
-
34548571747
-
Exploring the assistance dilemma in experiments with cognitive tutors
-
Koedinger, K.R., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239-264.
-
(2007)
Educational Psychology Review
, vol.19
, pp. 239-264
-
-
Koedinger, K.R.1
Aleven, V.2
-
21
-
-
0038508153
-
The effects of cooperative mastery learning strategies on mathematics achievement
-
Mevarech, Z.R. (1985). The effects of cooperative mastery learning strategies on mathematics achievement. Journal of Educational Research, 78(6), 372-377.
-
(1985)
Journal of Educational Research
, vol.78
, Issue.6
, pp. 372-377
-
-
Mevarech, Z.R.1
-
22
-
-
39749093168
-
The magic number of seven plus or minus two: Some limits on our capacity for processing information
-
Miller, R. (1956). The magic number of seven plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
-
(1956)
Psychological Review
, vol.63
, pp. 81-97
-
-
Miller, R.1
-
23
-
-
0001565893
-
Learning to solve compare word problems: The effect of example format and generating self-explanations
-
Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16(2), 173-199.
-
(1998)
Cognition and Instruction
, vol.16
, Issue.2
, pp. 173-199
-
-
Mwangi, W.1
Sweller, J.2
-
26
-
-
77952095140
-
Expertise reversal effect in using explanatory notes for readers of Shakespearean text
-
DOI: 10.1007/s11251-009-9109-6
-
Oksa, A., Kalyuga, S., & Chandler, P. (2009). Expertise reversal effect in using explanatory notes for readers of Shakespearean text. Instructional Science. DOI: 10.1007/s11251-009-9109-6.
-
(2009)
Instructional Science
-
-
Oksa, A.1
Kalyuga, S.2
Chandler, P.3
-
27
-
-
36749061881
-
Cognitive load theory and music instruction
-
Owens, P., & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28, 29-45.
-
(2008)
Educational Psychology
, vol.28
, pp. 29-45
-
-
Owens, P.1
Sweller, J.2
-
28
-
-
33846059680
-
Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach
-
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. Journal of Educational Psychology, 84, 429-434.
-
(1992)
Journal of Educational Psychology
, vol.84
, pp. 429-434
-
-
Paas, F.1
-
29
-
-
33846580222
-
Variability of worked examples and transfer of geometrical problem solving skills: A cognitive load approach
-
Paas, F., & Van Merrienboer, J.J.G. (1994). Variability of worked examples and transfer of geometrical problem solving skills: A cognitive load approach. Journal of Educational Psychology, 86(1), 122-133.
-
(1994)
Journal of Educational Psychology
, vol.86
, Issue.1
, pp. 122-133
-
-
Paas, F.1
van Merrienboer, J.J.G.2
-
30
-
-
44049098356
-
-
Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved March 10, 2010, from
-
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., et al. (2007). Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved March 10, 2010, from ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf
-
(2007)
Organizing Instruction and Study to Improve Student Learning (ncer 2007-2004)
-
-
Pashler, H.1
Bain, P.2
Bottge, B.3
Graesser, A.4
Koedinger, K.5
McDaniel, M.6
-
32
-
-
84925977593
-
The relationship of student ability and small-group interaction to student achievement
-
Peterson, P.L., & Swing, S.R. (1982). The relationship of student ability and small-group interaction to student achievement. American Educational Research Journal, 19(2), 259-274.
-
(1982)
American Educational Research Journal
, vol.19
, Issue.2
, pp. 259-274
-
-
Peterson, P.L.1
Swing, S.R.2
-
33
-
-
58649088704
-
The worked example effect using ill-defined problems: Learning to recognise designers' styles
-
Rourke, A., & Sweller, J. (2009). The worked example effect using ill-defined problems: Learning to recognise designers' styles. Learning and Instruction, 19, 185-199.
-
(2009)
Learning and Instruction
, vol.19
, pp. 185-199
-
-
Rourke, A.1
Sweller, J.2
-
34
-
-
17444380789
-
Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings
-
Rummel, N., & Spader, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. Journal of the Learning Sciences, 14, 201-241.
-
(2005)
Journal of The Learning Sciences
, vol.14
, pp. 201-241
-
-
Rummel, N.1
Spader, H.2
-
35
-
-
34249749981
-
Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students
-
Saleh, M., Lazonder, A.W., & de Jong, T. (2007). Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students. Contemporary Educational Psychology, 32(3), 314-331.
-
(2007)
Contemporary Educational Psychology
, vol.32
, Issue.3
, pp. 314-331
-
-
Saleh, M.1
Lazonder, A.W.2
de Jong, T.3
-
36
-
-
34347361637
-
Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)
-
Schmidt, H.G., Loyens, S.M.M., Van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.
-
(2007)
Educational Psychologist
, vol.42
, Issue.2
, pp. 91-97
-
-
Schmidt, H.G.1
Loyens, S.M.M.2
van Gog, T.3
Paas, F.4
-
37
-
-
59049089873
-
The worked-example effect: Not an artefact of lousy control conditions
-
Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (2009). The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25(2), 258-266.
-
(2009)
Computers in Human Behavior
, vol.25
, Issue.2
, pp. 258-266
-
-
Schwonke, R.1
Renkl, A.2
Krieg, C.3
Wittwer, J.4
Aleven, V.5
Salden, R.6
-
39
-
-
36148969361
-
Evolution of human cognitive architecture
-
In B. Ross (Ed.), San Diego, CA: Academic Press
-
Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 43, pp. 215-266). San Diego, CA: Academic Press.
-
(2003)
The Psychology of Learning and Motivation
, vol.43
, pp. 215-266
-
-
Sweller, J.1
-
40
-
-
3843137289
-
Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture
-
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
-
(2004)
Instructional Science
, vol.32
, pp. 9-31
-
-
Sweller, J.1
-
42
-
-
54349103059
-
Instructional implications of David Geary's evolutionary educational psychology
-
Sweller, J. (2008). Instructional implications of David Geary's evolutionary educational psychology. Educational Psychologist, 43, 214-216.
-
(2008)
Educational Psychologist
, vol.43
, pp. 214-216
-
-
Sweller, J.1
-
43
-
-
84963474629
-
The use of worked examples as a substitute for problem solving in learning algebra
-
Sweller, J., & Cooper, G.A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59-89.
-
(1985)
Cognition and Instruction
, vol.2
, Issue.1
, pp. 59-89
-
-
Sweller, J.1
Cooper, G.A.2
-
44
-
-
33847074719
-
Natural information processing systems
-
Sweller, J., & Sweller, S. (2006). Natural information processing systems. Evolutionary Psychology, 4, 434-458.
-
(2006)
Evolutionary Psychology
, vol.4
, pp. 434-458
-
-
Sweller, J.1
Sweller, S.2
-
45
-
-
0032395415
-
Cognitive architecture and instructional design
-
Sweller, J., van Merrienboer, J.J., & Paas, F.G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
-
(1998)
Educational Psychology Review
, vol.10
, Issue.3
, pp. 251-296
-
-
Sweller, J.1
van Merrienboer, J.J.2
Paas, F.G.3
-
46
-
-
0001646008
-
Guidance during mathematical problem solving
-
Tarmizi, R.A., & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80(4), 424-436.
-
(1988)
Journal of Educational Psychology
, vol.80
, Issue.4
, pp. 424-436
-
-
Tarmizi, R.A.1
Sweller, J.2
-
47
-
-
23744510939
-
Research on cognitive load theory and its design implications for e-learning
-
van Merrienboer, J.J., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53(3), 5-13.
-
(2005)
Educational Technology Research and Development
, vol.53
, Issue.3
, pp. 5-13
-
-
van Merrienboer, J.J.1
Ayres, P.2
-
48
-
-
84963164526
-
Structuring effective worked examples
-
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7(1), 1-39.
-
(1990)
Cognition and Instruction
, vol.7
, Issue.1
, pp. 1-39
-
-
Ward, M.1
Sweller, J.2
-
49
-
-
0000022197
-
Task-related verbal interaction and mathematics learning in small groups
-
Webb, N.M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(5), 366-389.
-
(1991)
Journal for Research in Mathematics Education
, vol.22
, Issue.5
, pp. 366-389
-
-
Webb, N.M.1
-
50
-
-
84926275397
-
Group interaction and achievement in small groups: Stability over time
-
Webb, N.M., & Cullian, L.K. (1982). Group interaction and achievement in small groups: Stability over time. American Educational Research Journal, 20(3), 411-423.
-
(1982)
American Educational Research Journal
, vol.20
, Issue.3
, pp. 411-423
-
-
Webb, N.M.1
Cullian, L.K.2
|