-
1
-
-
0141872468
-
Help seeking and help design in interactive learning environments
-
Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277-320.
-
(2003)
Review of Educational Research
, vol.73
, Issue.3
, pp. 277-320
-
-
Aleven, V.1
Stahl, E.2
Schworm, S.3
Fischer, F.4
Wallace, R.5
-
2
-
-
33144490089
-
Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning
-
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199-209.
-
(2005)
Educational Psychologist
, vol.40
, Issue.4
, pp. 199-209
-
-
Azevedo, R.1
-
3
-
-
26844550333
-
Scaffolding self-regulated learning and metacognition-Implications for the design of computer-based scaffolds
-
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition-Implications for the design of computer-based scaffolds. Instructional Science, 33, 367-379.
-
(2005)
Instructional Science
, vol.33
, pp. 367-379
-
-
Azevedo, R.1
Hadwin, A.F.2
-
4
-
-
3142702111
-
Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia?
-
Azevedo, R., Cromley, J. G., & Siebert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344-370.
-
(2004)
Contemporary Educational Psychology
, vol.29
, Issue.3
, pp. 344-370
-
-
Azevedo, R.1
Cromley, J.G.2
Siebert, D.3
-
5
-
-
26844558952
-
Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia
-
Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33, 381-412.
-
(2005)
Instructional Science
, vol.33
, pp. 381-412
-
-
Azevedo, R.1
Cromley, J.G.2
Winters, F.I.3
Moos, D.C.4
Greene, J.A.5
-
6
-
-
79952068675
-
Strategies for designing embodied curriculum
-
J. M. Spector, M. D. Merrill, J. Merrienboërvan, and M. P. Driscoll (Eds.), New York: Routledge
-
Barab, S. A., & Dodge, T. (2008). Strategies for designing embodied curriculum. In J. M. Spector, M. D. Merrill, J. van Merrienboër, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 97-110). New York: Routledge.
-
(2008)
Handbook of Research on Educational Communications and Technology
, pp. 97-110
-
-
Barab, S.A.1
Dodge, T.2
-
8
-
-
84948896943
-
Sickle cell counselor: A prototype goal-based scenario for instruction in a museum environment
-
Bell, B., Bareiss, R., & Beckwith, R. (1993/1994). Sickle cell counselor: A prototype goal-based scenario for instruction in a museum environment. The Journal of the Learning Sciences, 3(4), 347-386.
-
(1993)
The Journal of the Learning Sciences
, vol.3
, Issue.4
, pp. 347-386
-
-
Bell, B.1
Bareiss, R.2
Beckwith, R.3
-
9
-
-
79952072028
-
Portraits of middle school students constructing evidence-based arguments during problem-based learning: The impact of computer-based scaffolds
-
Belland, B. R. (2010). Portraits of middle school students constructing evidence-based arguments during problem-based learning: The impact of computer-based scaffolds. Educational Technology Research and Development, 58(3), 285-309.
-
(2010)
Educational Technology Research and Development
, vol.58
, Issue.3
, pp. 285-309
-
-
Belland, B.R.1
-
10
-
-
46049097392
-
A scaffolding framework to support the construction of evidence-based arguments among middle school students
-
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56, 401-422.
-
(2008)
Educational Technology Research and Development
, vol.56
, pp. 401-422
-
-
Belland, B.R.1
Glazewski, K.D.2
Richardson, J.C.3
-
11
-
-
85024844041
-
Inclusion and problem-based learning: Roles of students in a mixed-ability group
-
Belland, B., Glazewski, K., & Ertmer, P. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. Research on Middle Level Education Online, 32(9), 1-19.
-
(2009)
Research on Middle Level Education Online
, vol.32
, Issue.9
, pp. 1-19
-
-
Belland, B.1
Glazewski, K.2
Ertmer, P.3
-
12
-
-
79961172160
-
Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students' creation of evidence-based arguments
-
doi:10.1007/s11251-010-9148-z
-
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students' creation of evidence-based arguments. Instructional Science, 39, 667-694.
-
(2010)
Instructional Science
, vol.39
, pp. 667-694
-
-
Belland, B.R.1
Glazewski, K.D.2
Richardson, J.C.3
-
15
-
-
67650134602
-
Parental scaffolding and the development of the executive function
-
Bibok, M. B., Carpendale, J. I. M., & Müller, M. (2009). Parental scaffolding and the development of the executive function. New Directions in Child and Adolescent Development, 123, 17-34.
-
(2009)
New Directions in Child and Adolescent Development
, vol.123
, pp. 17-34
-
-
Bibok, M.B.1
Carpendale, J.I.M.2
Müller, M.3
-
17
-
-
0002213688
-
Rethinking transfer: A simple proposal with multiple implications
-
Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61-100.
-
(1999)
Review of Research in Education
, vol.24
, pp. 61-100
-
-
Bransford, J.D.1
Schwartz, D.L.2
-
18
-
-
0004134359
-
-
Washington: National Academies Press
-
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, experience, and school. Washington: National Academies Press.
-
(1999)
How People Learn: Brain, Experience, and School
-
-
Bransford, J.D.1
Brown, A.L.2
Cocking, R.R.3
-
19
-
-
67349269226
-
Using Co-lab to build systems dynamics models: Students' actions and online tutorial advice
-
Bravo, C., van Joolingen, W., & de Jong, T. (2009). Using Co-lab to build systems dynamics models: Students' actions and online tutorial advice. Computers & Education, 53, 243-251.
-
(2009)
Computers & Education
, vol.53
, pp. 243-251
-
-
Bravo, C.1
van Joolingen, W.2
de Jong, T.3
-
21
-
-
0032286871
-
Using explanatory knowledge during collaborative problem solving in science
-
Coleman, E. B. (1998). Using explanatory knowledge during collaborative problem solving in science. The Journal of the Learning Sciences, 7(3&4), 387-427.
-
(1998)
The Journal of the Learning Sciences
, vol.7
, Issue.3-4
, pp. 387-427
-
-
Coleman, E.B.1
-
22
-
-
85085411743
-
Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics
-
L. B. Resnick (Ed.), Hillsdale: Lawrence Erlbaum Associates
-
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale: Lawrence Erlbaum Associates.
-
(1989)
Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser
, pp. 453-494
-
-
Collins, A.1
Brown, J.S.2
Newman, S.E.3
-
23
-
-
0141463622
-
Longitudinal analysis of the presence, efficacy and stability of maternal scaffolding during informal problem-solving interactions
-
Conner, D. B., & Cross, D. R. (2003). Longitudinal analysis of the presence, efficacy and stability of maternal scaffolding during informal problem-solving interactions. British Journal of Developmental Psychology, 21, 315-334.
-
(2003)
British Journal of Developmental Psychology
, vol.21
, pp. 315-334
-
-
Conner, D.B.1
Cross, D.R.2
-
24
-
-
0001287846
-
Scaffolding students' knowledge integration: Prompts for reflection in KIE
-
Davis, E. A., & Linn, M. C. (2000). Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819-837.
-
(2000)
International Journal of Science Education
, vol.22
, Issue.8
, pp. 819-837
-
-
Davis, E.A.1
Linn, M.C.2
-
25
-
-
0032367448
-
Individual and distributed cognitions during interdisciplinary teamwork: A developing case study and emerging theory
-
Derry, S. J., DuRussel, L. A., & O'Donnell, A. M. (1998). Individual and distributed cognitions during interdisciplinary teamwork: A developing case study and emerging theory. Educational Psychology Review, 10(1), 25-56.
-
(1998)
Educational Psychology Review
, vol.10
, Issue.1
, pp. 25-56
-
-
Derry, S.J.1
Durussel, L.A.2
O'Donnell, A.M.3
-
26
-
-
0002970992
-
The case for the prosecution: Transfer as an epiphenomenon
-
D. K. Detterman and R. J. Sternberg (Eds.), Norwood: Ablex
-
Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1-24). Norwood: Ablex.
-
(1993)
Transfer on Trial: Intelligence, Cognition, and Instruction
, pp. 1-24
-
-
Detterman, D.K.1
-
27
-
-
1542780181
-
Over-scripting CSCL: The risks of blending collaborative learning with instructional design
-
P. A. Kirschner (Ed.), Heerlen: Open Universiteit Nederland
-
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland.
-
(2002)
Three Worlds of CSCL. Can We Support CSCL
, pp. 61-91
-
-
Dillenbourg, P.1
-
28
-
-
77949540127
-
Using intelligent tutor technology to implement adaptive support for student collaboration
-
Diziol, D., Walker, E., Rummel, N., & Koedinger, K. R. (2010). Using intelligent tutor technology to implement adaptive support for student collaboration. Educational Psychology Review, 22, 89-102.
-
(2010)
Educational Psychology Review
, vol.22
, pp. 89-102
-
-
Diziol, D.1
Walker, E.2
Rummel, N.3
Koedinger, K.R.4
-
30
-
-
34250008769
-
A taxonomy for categorizing generalizations: Generalizing actions and reflection generalizations
-
Ellis, A. B. (2007). A taxonomy for categorizing generalizations: Generalizing actions and reflection generalizations. The Journal of the Learning Sciences, 16(2), 221-262.
-
(2007)
The Journal of the Learning Sciences
, vol.16
, Issue.2
, pp. 221-262
-
-
Ellis, A.B.1
-
31
-
-
0034201658
-
Executive attention and metacognitive regulation
-
Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9, 288-307.
-
(2000)
Consciousness and Cognition
, vol.9
, pp. 288-307
-
-
Fernandez-Duque, D.1
Baird, J.A.2
Posner, M.I.3
-
32
-
-
33744781376
-
Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry
-
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
-
(1979)
American Psychologist
, vol.34
, Issue.10
, pp. 906-911
-
-
Flavell, J.H.1
-
33
-
-
0003493439
-
-
1st edn., New York: Holt, Rinehart, & Winston
-
Gagné, R. M. (1965). The conditions of learning (1st ed.). New York: Holt, Rinehart, & Winston.
-
(1965)
The Conditions of Learning
-
-
Gagné, R.M.1
-
34
-
-
0014284301
-
Contributions of learning to human development
-
Gagné, R. M. (1968). Contributions of learning to human development. Psychological Review, 75(3), 177-191.
-
(1968)
Psychological Review
, vol.75
, Issue.3
, pp. 177-191
-
-
Gagné, R.M.1
-
35
-
-
84965874605
-
The effects of problem-based learning on problem solving
-
Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195-200.
-
(1992)
Gifted Child Quarterly
, vol.36
, Issue.4
, pp. 195-200
-
-
Gallagher, S.A.1
Stepien, W.J.2
Rosenthal, H.3
-
36
-
-
33745035002
-
Scaffolding novice instructional designers' problem-solving processes using question prompts in a web-based learning environment
-
Ge, X., Chen, C., & Davis, K. A. (2005). Scaffolding novice instructional designers' problem-solving processes using question prompts in a web-based learning environment. Journal of Educational Computing Research, 33(2), 219-248.
-
(2005)
Journal of Educational Computing Research
, vol.33
, Issue.2
, pp. 219-248
-
-
Ge, X.1
Chen, C.2
Davis, K.A.3
-
37
-
-
70350065959
-
A social reconstructionist framework for reflection: The "problematizing" of teaching
-
Genor, M. (2005). A social reconstructionist framework for reflection: The "problematizing" of teaching. Issues in Teacher Education, 14(2), 45-62.
-
(2005)
Issues in Teacher Education
, vol.14
, Issue.2
, pp. 45-62
-
-
Genor, M.1
-
38
-
-
0037933456
-
Learning and transfer: A general role for analogical encoding
-
Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393-408.
-
(2003)
Journal of Educational Psychology
, vol.95
, Issue.2
, pp. 393-408
-
-
Gentner, D.1
Loewenstein, J.2
Thompson, L.3
-
40
-
-
64549087204
-
The problem of agency in scientific distributed cognitive systems
-
Giere, R. N. (2004). The problem of agency in scientific distributed cognitive systems. Journal of Cognition and Culture, 4(3), 759-774.
-
(2004)
Journal of Cognition and Culture
, vol.4
, Issue.3
, pp. 759-774
-
-
Giere, R.N.1
-
41
-
-
35348828405
-
The role of agency in distributed cognitive systems
-
Giere, R. N. (2006). The role of agency in distributed cognitive systems. Philosophy of Science, 73, 710-719.
-
(2006)
Philosophy of Science
, vol.73
, pp. 710-719
-
-
Giere, R.N.1
-
42
-
-
65649096554
-
Interaction between tool and talk: How instruction and tools support consensus building in inquiry-learning environments
-
Gijlers, H., Saab, N., van Joolingen, W. R., De Jong, T., & van Hout-Wolters, B. H. A. M. (2009). Interaction between tool and talk: How instruction and tools support consensus building in inquiry-learning environments. Journal of Computer-Assisted Learning, 25, 252-267.
-
(2009)
Journal of Computer-Assisted Learning
, vol.25
, pp. 252-267
-
-
Gijlers, H.1
Saab, N.2
van Joolingen, W.R.3
de Jong, T.4
van Hout-Wolters, B.H.A.M.5
-
43
-
-
0010476173
-
Cognitive theory as the basis for design of innovative assessment: Design characteristics of science assessments
-
Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing. [Eric Document Reproduction Service No. ED357038]
-
Glaser, R., Raghavan, K., & Baxter, G. P. (1992). Cognitive theory as the basis for design of innovative assessment: Design characteristics of science assessments. CSE Technical Report No. 349. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing. [Eric Document Reproduction Service No. ED357038].
-
(1992)
CSE Technical Report No. 349
-
-
Glaser, R.1
Raghavan, K.2
Baxter, G.P.3
-
44
-
-
41349087965
-
Perspectival understanding of conceptions and conceptual growth in interaction
-
Greeno, J. G., & van de Sande, C. (2007). Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42(1), 9-23.
-
(2007)
Educational Psychologist
, vol.42
, Issue.1
, pp. 9-23
-
-
Greeno, J.G.1
van de Sande, C.2
-
45
-
-
61149136738
-
Reconstructing the learning sciences
-
Hall, R. (2005). Reconstructing the learning sciences. The Journal of the Learning Sciences, 14(1), 139-155.
-
(2005)
The Journal of the Learning Sciences
, vol.14
, Issue.1
, pp. 139-155
-
-
Hall, R.1
-
46
-
-
0036271506
-
Activity theory and distributed cognition: Or what does CSCW need to DO with theories?
-
Halverson, C. A. (2002). Activity theory and distributed cognition: Or what does CSCW need to DO with theories? Computer Supported Cooperative Work, 11, 243-267.
-
(2002)
Computer Supported Cooperative Work
, vol.11
, pp. 243-267
-
-
Halverson, C.A.1
-
47
-
-
85071132160
-
Open-ended learning environments: Foundations, methods, and models
-
C. M. Reigeluth (Ed.), Mahwah: Lawrence Erlbaum
-
Hannafin, M., Land, S., & Oliver, K. (1999). Open-ended learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional design theories and models: Volume II: A new paradigm of instructional theory (pp. 115-140). Mahwah: Lawrence Erlbaum.
-
(1999)
Instructional Design Theories and Models: Volume II: A New Paradigm of Instructional Theory
, pp. 115-140
-
-
Hannafin, M.1
Land, S.2
Oliver, K.3
-
48
-
-
1542399694
-
Toward a modeling theory of physics instruction
-
Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55, 440-454.
-
(1987)
American Journal of Physics
, vol.55
, pp. 440-454
-
-
Hestenes, D.1
-
49
-
-
0032392719
-
Design principles for distributed knowledge building processes
-
Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75-96.
-
(1998)
Educational Psychology Review
, vol.10
, Issue.1
, pp. 75-96
-
-
Hewitt, J.1
Scardamalia, M.2
-
50
-
-
0001773560
-
Problem solving as a basis for reform in curriculum and instruction: The case of mathematics
-
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., et al. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21.
-
(1996)
Educational Researcher
, vol.25
, Issue.4
, pp. 12-21
-
-
Hiebert, J.1
Carpenter, T.P.2
Fennema, E.3
Fuson, K.4
Human, P.5
Murray, H.6
-
51
-
-
3142678927
-
Problem-based learning: What and how do students learn?
-
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
-
(2004)
Educational Psychology Review
, vol.16
, Issue.3
, pp. 235-266
-
-
Hmelo-Silver, C.E.1
-
52
-
-
34347331274
-
Scaffolding and achievement in problem-based learning and inquiry learning: A response to Kirschner, Sweller, & Clark (2006)
-
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based learning and inquiry learning: A response to Kirschner, Sweller, & Clark (2006). Educational Psychologist, 42(2), 99-107.
-
(2007)
Educational Psychologist
, vol.42
, Issue.2
, pp. 99-107
-
-
Hmelo-Silver, C.E.1
Duncan, R.G.2
Chinn, C.A.3
-
53
-
-
84988425770
-
Distributed cognition: Toward a new foundation for human-computer interaction research
-
Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed cognition: Toward a new foundation for human-computer interaction research. ACM Transactions on Computer-Human Interaction, 7(2), 174-196.
-
(2000)
ACM Transactions on Computer-Human Interaction
, vol.7
, Issue.2
, pp. 174-196
-
-
Hollan, J.1
Hutchins, E.2
Kirsh, D.3
-
55
-
-
84965509499
-
Instructional goal structure: Cooperative, competitive, and individualistic
-
Johnson, D. W., & Johnson, R. T. (1974). Instructional goal structure: Cooperative, competitive, and individualistic. Review of Educational Research, 44(2), 213-240.
-
(1974)
Review of Educational Research
, vol.44
, Issue.2
, pp. 213-240
-
-
Johnson, D.W.1
Johnson, R.T.2
-
56
-
-
77951444850
-
An educational psychology success story: Social interdependence theory and cooperative learning
-
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365-379.
-
(2009)
Educational Researcher
, vol.38
, pp. 365-379
-
-
Johnson, D.W.1
Johnson, R.T.2
-
57
-
-
0018857124
-
Mental models in cognitive science
-
Johnson-Laird, P. N. (1980). Mental models in cognitive science. Cognitive Science, 4, 71-115.
-
(1980)
Cognitive Science
, vol.4
, pp. 71-115
-
-
Johnson-Laird, P.N.1
-
60
-
-
0036018575
-
Case-based reasoning and instructional design: Using stories to support problem-solving
-
Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem-solving. Educational Technology Research and Development, 50(2), 65-77.
-
(2002)
Educational Technology Research and Development
, vol.50
, Issue.2
, pp. 65-77
-
-
Jonassen, D.H.1
Hernandez-Serrano, J.2
-
61
-
-
85144929939
-
Technology-enhanced support strategies for inquiry learning
-
3rd edn., J. M. Spector, M. D. Merrill, J. J. G. Merriënboervan, and M. P. Driscoll (Eds.), New York: Lawrence Erlbaum Associates
-
Kali, Y., & Linn, M. C. (2008). Technology-enhanced support strategies for inquiry learning. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 145-161). New York: Lawrence Erlbaum Associates.
-
(2008)
Handbook of Research on Educational Communications and Technology
, pp. 145-161
-
-
Kali, Y.1
Linn, M.C.2
-
62
-
-
43149101838
-
Prompting in web-based environments: Supporting self-monitoring and problem-solving skills in college students
-
Kauffman, D. F., Ge, X., Xie, K., & Chen, C. (2008). Prompting in web-based environments: Supporting self-monitoring and problem-solving skills in college students. Journal of Educational Computing Research, 38(2), 115-137.
-
(2008)
Journal of Educational Computing Research
, vol.38
, Issue.2
, pp. 115-137
-
-
Kauffman, D.F.1
Ge, X.2
Xie, K.3
Chen, C.4
-
63
-
-
34548568760
-
Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective
-
Kayluga, S. (2007). Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective. Educational Psychology Review, 19, 387-399.
-
(2007)
Educational Psychology Review
, vol.19
, pp. 387-399
-
-
Kayluga, S.1
-
64
-
-
23744495109
-
Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
-
Kayluga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development, 53(3), 83-93.
-
(2005)
Educational Technology Research and Development
, vol.53
, Issue.3
, pp. 83-93
-
-
Kayluga, S.1
Sweller, J.2
-
65
-
-
34548554824
-
Cognitive tutors: Technology bringing learning sciences to the classroom
-
K. Sawyer (Ed.), New York: Cambridge University Press
-
Koedinger, K. R., & Corbett, A. (2006). Cognitive tutors: Technology bringing learning sciences to the classroom. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 61-78). New York: Cambridge University Press.
-
(2006)
The Cambridge Handbook of the Learning Sciences
, pp. 61-78
-
-
Koedinger, K.R.1
Corbett, A.2
-
66
-
-
34748818666
-
Collaboration scripts: A conceptual analysis
-
Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts: A conceptual analysis. Educational Psychology Review, 18, 159-185.
-
(2006)
Educational Psychology Review
, vol.18
, pp. 159-185
-
-
Kollar, I.1
Fischer, F.2
Hesse, F.W.3
-
67
-
-
36448973042
-
Internal and external scripts in computer-supported collaborative inquiry learning
-
Kollar, I., Fischer, F., & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17, 708-721.
-
(2007)
Learning and Instruction
, vol.17
, pp. 708-721
-
-
Kollar, I.1
Fischer, F.2
Slotta, J.D.3
-
69
-
-
33646573469
-
Promoting transfer through case-based reasoning: Rituals and practices in Learning by Design classrooms
-
Kolodner, J. L., Gray, J. T., & Fasse, B. B. (2003). Promoting transfer through case-based reasoning: Rituals and practices in Learning by Design classrooms. Cognitive Science Quarterly, 3(2), 183-232.
-
(2003)
Cognitive Science Quarterly
, vol.3
, Issue.2
, pp. 183-232
-
-
Kolodner, J.L.1
Gray, J.T.2
Fasse, B.B.3
-
70
-
-
58649101122
-
The effects of cooperative learning and feedback on e-learning in statistics
-
Krause, U., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19, 158-170.
-
(2009)
Learning and Instruction
, vol.19
, pp. 158-170
-
-
Krause, U.1
Stark, R.2
Mandl, H.3
-
71
-
-
2542622020
-
-
Cambridge: Harvard University Press
-
Kuhn, D. (2005). Education for thinking. Cambridge: Harvard University Press.
-
(2005)
Education for Thinking
-
-
Kuhn, D.1
-
72
-
-
30344473790
-
Mirrors, reflections, and refractions: The contribution of microteaching to reflective practice
-
l'Anson, Rodrigues, S., & Wilson, G. (2003). Mirrors, reflections, and refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189-199.
-
(2003)
European Journal of Teacher Education
, vol.26
, Issue.2
, pp. 189-199
-
-
l'Anson1
Rodrigues, S.2
Wilson, G.3
-
73
-
-
0035584928
-
Constructing knowledge in the context of BioWorld
-
Lajoie, S. P., Lavigne, N. C., Guerrera, C., & Munsie, S. D. (2001). Constructing knowledge in the context of BioWorld. Instructional Science, 29, 155-186.
-
(2001)
Instructional Science
, vol.29
, pp. 155-186
-
-
Lajoie, S.P.1
Lavigne, N.C.2
Guerrera, C.3
Munsie, S.D.4
-
74
-
-
67650134600
-
New directions in evaluating social problem solving in childhood: Early precursors and links to adolescent social competence
-
Landry, S. H., Smith, K. E., & Swank, P. R. (2009). New directions in evaluating social problem solving in childhood: Early precursors and links to adolescent social competence. New Directions in Child and Adolescent Development, 123, 51-68.
-
(2009)
New Directions in Child and Adolescent Development
, vol.123
, pp. 51-68
-
-
Landry, S.H.1
Smith, K.E.2
Swank, P.R.3
-
75
-
-
0004279862
-
-
Reading: Addison-Wesley
-
Langer, E. J. (1989). Mindfulness. Reading: Addison-Wesley.
-
(1989)
Mindfulness
-
-
Langer, E.J.1
-
76
-
-
84963141229
-
A mindful education
-
Langer, E. J. (1993). A mindful education. Educational Psychologist, 28(1), 43-50.
-
(1993)
Educational Psychologist
, vol.28
, Issue.1
, pp. 43-50
-
-
Langer, E.J.1
-
77
-
-
0032398695
-
Cognitive tools in a clinical encounter in medicine: Supporting empathy and success in distributed cognition
-
Lebeau, R. B. (1998). Cognitive tools in a clinical encounter in medicine: Supporting empathy and success in distributed cognition. Educational Psychology Review, 10(1), 3-24.
-
(1998)
Educational Psychology Review
, vol.10
, Issue.1
, pp. 3-24
-
-
Lebeau, R.B.1
-
78
-
-
0344530959
-
Making authentic science accessible to students
-
Lee, H., & Songer, N. B. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(8), 923-948.
-
(2003)
International Journal of Science Education
, vol.25
, Issue.8
, pp. 923-948
-
-
Lee, H.1
Songer, N.B.2
-
79
-
-
0033426350
-
Designing technology to support reflection
-
Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43-62.
-
(1999)
Educational Technology Research and Development
, vol.47
, Issue.3
, pp. 43-62
-
-
Lin, X.1
Hmelo, C.2
Kinzer, C.K.3
Secules, T.J.4
-
80
-
-
0038134592
-
Designing the knowledge integration environment
-
Linn, M. C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781-796.
-
(2000)
International Journal of Science Education
, vol.22
, Issue.8
, pp. 781-796
-
-
Linn, M.C.1
-
81
-
-
15944417524
-
An analysis of cognitive tool use patterns in a hypermedia learning environment
-
Liu, M., & Bera, S. (2005). An analysis of cognitive tool use patterns in a hypermedia learning environment. Educational Technology Research and Development, 53(1), 5-21.
-
(2005)
Educational Technology Research and Development
, vol.53
, Issue.1
, pp. 5-21
-
-
Liu, M.1
Bera, S.2
-
82
-
-
84993661184
-
How design experiments can inform a rethinking of transfer and vice versa
-
Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17-20.
-
(2003)
Educational Researcher
, vol.32
, Issue.1
, pp. 17-20
-
-
Lobato, J.1
-
83
-
-
67349171072
-
Trends and issues of regulative support use during inquiry learning: Patterns from three studies
-
Manlove, S., Lazonder, A. W., & de Jong, T. (2009). Trends and issues of regulative support use during inquiry learning: Patterns from three studies. Computers in Human Behavior, 25, 795-803.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 795-803
-
-
Manlove, S.1
Lazonder, A.W.2
de Jong, T.3
-
84
-
-
0039507423
-
The search for insight: Grappling with Gestalt psychology's unanswered questions
-
R. J. Sternberg and J. E. Davidson (Eds.), Cambridge: MIT
-
Mayer, R. E. (1995). The search for insight: Grappling with Gestalt psychology's unanswered questions. In R. J. Sternberg & J. E. Davidson (Eds.), The nature of insight (pp. 3-32). Cambridge: MIT.
-
(1995)
The Nature of Insight
, pp. 3-32
-
-
Mayer, R.E.1
-
85
-
-
0032377530
-
Cognitive, metacognitive, and emotional aspects of problem solving
-
Mayer, R. E. (1998). Cognitive, metacognitive, and emotional aspects of problem solving. Instructional Science, 26, 49-63.
-
(1998)
Instructional Science
, vol.26
, pp. 49-63
-
-
Mayer, R.E.1
-
86
-
-
33645990367
-
Supporting students' construction of scientific explanations by fading scaffolds in instructional materials
-
McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153-191.
-
(2006)
The Journal of the Learning Sciences
, vol.15
, Issue.2
, pp. 153-191
-
-
McNeill, K.L.1
Lizotte, D.J.2
Krajcik, J.3
Marx, R.W.4
-
87
-
-
0003263175
-
In search of student expertise in the classroom: A metacognitive analysis
-
M. Pressley, K. R. Harris, and J. T. Guthrie (Eds.), Sa Diego: Academic
-
Meichenbaum, D., & Biemiller, A. (1992). In search of student expertise in the classroom: A metacognitive analysis. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competency and literacy in school (pp. 3-56). San Diego: Academic.
-
(1992)
Promoting Academic Competency and Literacy in School
, pp. 3-56
-
-
Meichenbaum, D.1
Biemiller, A.2
-
89
-
-
0001925212
-
Studying context: A comparison of activity theory, situated action models, and distributed cognition
-
B. A. Nardi (Ed.), Cambridge: Massachusetts Institute of Technology
-
Nardi, B. A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 69-102). Cambridge: Massachusetts Institute of Technology.
-
(1996)
Context and Consciousness: Activity Theory and Human-Computer Interaction
, pp. 69-102
-
-
Nardi, B.A.1
-
90
-
-
81155125491
-
-
National Science Teachers Association. Retrieved 9/16/2009 from
-
National Science Teachers Association. (2009). NSTA position statement: Beyond 2000-teachers of science speak out. Retrieved 9/16/2009 from: http://www. nsta. org/about/positions/beyond2000. aspx.
-
(2009)
NSTA position statement: Beyond 2000-teachers of science speak out
-
-
-
91
-
-
77949542070
-
Expertise reversal effects in writing to learn
-
Nückles, M., Hübner, S., Dümer, S., & Renkl, A. (2010). Expertise reversal effects in writing to learn. Instructional Science, 38, 237-258.
-
(2010)
Instructional Science
, vol.38
, pp. 237-258
-
-
Nückles, M.1
Hübner, S.2
Dümer, S.3
Renkl, A.4
-
92
-
-
0038413107
-
Student management of web-based hypermedia resources during open-ended problem solving
-
Oliver, K., & Hannafin, M. J. (2000). Student management of web-based hypermedia resources during open-ended problem solving. Journal of Educational Research, 94(2), 75-92.
-
(2000)
Journal of Educational Research
, vol.94
, Issue.2
, pp. 75-92
-
-
Oliver, K.1
Hannafin, M.J.2
-
93
-
-
84963428932
-
Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
-
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition & Instruction, 1(2), 117-175.
-
(1984)
Cognition & Instruction
, vol.1
, Issue.2
, pp. 117-175
-
-
Palincsar, A.S.1
Brown, A.L.2
-
94
-
-
0002921383
-
Distributed intelligence and designs for education
-
G. Salomon (Ed.), Cambridge: Cambridge University Press
-
Pea, R. D. (1993). Distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge: Cambridge University Press.
-
(1993)
Distributed Cognitions: Psychological and Educational Considerations
, pp. 47-87
-
-
Pea, R.D.1
-
95
-
-
4043063651
-
The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity
-
Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423-451.
-
(2004)
The Journal of the Learning Sciences
, vol.13
, Issue.3
, pp. 423-451
-
-
Pea, R.D.1
-
97
-
-
0001867983
-
Person-plus: A distributed view of thinking and learning
-
G. Salomon (Ed.), Cambridge: Cambridge University Press
-
Perkins, D. N. (1996). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 88-109). Cambridge: Cambridge University Press.
-
(1996)
Distributed Cognitions: Psychological and Educational Considerations
, pp. 88-109
-
-
Perkins, D.N.1
-
98
-
-
78650141183
-
Evaluating an intelligent tutoring system for making legal arguments with hypotheticals
-
Pinkwart, N., Ashley, K., Lynch, C., & Aleven, V. (2009). Evaluating an intelligent tutoring system for making legal arguments with hypotheticals. International Journal of Artificial Intelligence in Education, 19, 401-424.
-
(2009)
International Journal of Artificial Intelligence in Education
, vol.19
, pp. 401-424
-
-
Pinkwart, N.1
Ashley, K.2
Lynch, C.3
Aleven, V.4
-
99
-
-
0002720721
-
Motivational and self-regulated learning components of classroom academic performance
-
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
-
(1990)
Journal of Educational Psychology
, vol.82
, Issue.1
, pp. 33-40
-
-
Pintrich, P.R.1
de Groot, E.V.2
-
100
-
-
15944396939
-
Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?
-
Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12.
-
(2005)
Educational Psychologist
, vol.40
, Issue.1
, pp. 1-12
-
-
Puntambekar, S.1
Hübscher, R.2
-
101
-
-
14644432406
-
Toward implementing distributed scaffolding: Helping students learn science from design
-
Puntambekar, S., & Kolodner, J. L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.
-
(2005)
Journal of Research in Science Teaching
, vol.42
, Issue.2
, pp. 185-217
-
-
Puntambekar, S.1
Kolodner, J.L.2
-
102
-
-
84993660881
-
What do new views of knowledge and thinking have to say about research on teacher learning?
-
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
-
(2000)
Educational Researcher
, vol.29
, Issue.1
, pp. 4-15
-
-
Putnam, R.T.1
Borko, H.2
-
103
-
-
4043167073
-
A scaffolding design framework for software to support science inquiry
-
Quintana, C., Reiser, J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337-386.
-
(2004)
The Journal of the Learning Sciences
, vol.13
, Issue.3
, pp. 337-386
-
-
Quintana, C.1
Reiser, J.2
Davis, E.A.3
Krajcik, J.4
Fretz, E.5
Duncan, R.G.6
-
104
-
-
33144476646
-
A framework for supporting metacognitive aspects of online inquiry through software scaffolding
-
Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software scaffolding. Educational Psychologist, 40(4), 235-244.
-
(2005)
Educational Psychologist
, vol.40
, Issue.4
, pp. 235-244
-
-
Quintana, C.1
Zhang, M.2
Krajcik, J.3
-
105
-
-
4043178469
-
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), 273-304.
-
(2004)
The Journal of the Learning Sciences
, vol.13
, Issue.3
, pp. 273-304
-
-
Reiser, B.J.1
-
106
-
-
84973751843
-
The 1987 presidential address: Learning in school and out
-
Resnick, L. B. (1987). The 1987 presidential address: Learning in school and out. Educational Researcher, 16(9), 13-20+54.
-
(1987)
Educational Researcher
, vol.16
, Issue.9
-
-
Resnick, L.B.1
-
107
-
-
33751211575
-
Case study: Students' use of multiple representations in problem solving
-
Rosengrant, D., van Heuvelen, A., & Etkina, E. (2006). Case study: Students' use of multiple representations in problem solving. Physics Education Research Conference, 2005, 49-52.
-
(2006)
Physics Education Research Conference
, vol.2005
, pp. 49-52
-
-
Rosengrant, D.1
van Heuvelen, A.2
Etkina, E.3
-
108
-
-
77952097923
-
The expertise reversal effect and worked examples in tutored problem solving
-
Salden, R. J. C. M., Aleven, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38, 289-307.
-
(2010)
Instructional Science
, vol.38
, pp. 289-307
-
-
Salden, R.J.C.M.1
Aleven, V.2
Schwonke, R.3
Renkl, A.4
-
109
-
-
0002913793
-
No distribution without individuals' cognition
-
G. Salomon (Ed.), Cambridge: Cambridge University Press
-
Salomon, G. (1993). No distribution without individuals' cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 111-138). Cambridge: Cambridge University Press.
-
(1993)
Distributed Cognitions: Psychological and Educational Considerations
, pp. 111-138
-
-
Salomon, G.1
-
110
-
-
84973740928
-
Partners in cognition: Extending human intelligence with intelligent technologies
-
Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9.
-
(1991)
Educational Researcher
, vol.20
, Issue.3
, pp. 2-9
-
-
Salomon, G.1
Perkins, D.N.2
Globerson, T.3
-
111
-
-
2442552763
-
Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry
-
Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88, 345-372.
-
(2004)
Science Education
, vol.88
, pp. 345-372
-
-
Sandoval, W.A.1
Reiser, B.J.2
-
112
-
-
0036433189
-
Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments
-
Saye, J., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77-96.
-
(2002)
Educational Technology Research and Development
, vol.50
, Issue.3
, pp. 77-96
-
-
Saye, J.1
Brush, T.2
-
115
-
-
0002242225
-
Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics
-
D. Grouws (Ed.), New York: Macmillan
-
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook for research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.
-
(1992)
Handbook for Research on Mathematics Teaching and Learning
, pp. 334-370
-
-
Schoenfeld, A.H.1
-
116
-
-
34147132563
-
Scaffolding disciplined inquiry in problem-based learning environments
-
Simons, K. D., & Ertmer, P. A. (2006). Scaffolding disciplined inquiry in problem-based learning environments. International Journal of Learning, 12(6), 297-305.
-
(2006)
International Journal of Learning
, vol.12
, Issue.6
, pp. 297-305
-
-
Simons, K.D.1
Ertmer, P.A.2
-
118
-
-
54649084183
-
Secondary students' dynamic modeling processes: Analyzing, reasoning about, synthesizing, and testing models of stream ecosystems
-
Stratford, S. J., Krajcik, J., & Soloway, E. (1998). Secondary students' dynamic modeling processes: Analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7(3), 215-234.
-
(1998)
Journal of Science Education Technology
, vol.7
, Issue.3
, pp. 215-234
-
-
Stratford, S.J.1
Krajcik, J.2
Soloway, E.3
-
119
-
-
61849154693
-
Wittgenstein and not-just-in-the-head cognition
-
Susswein, N., & Racine, T. P. (2009). Wittgenstein and not-just-in-the-head cognition. New Ideas in Psychology, 27, 184-196.
-
(2009)
New Ideas in Psychology
, vol.27
, pp. 184-196
-
-
Susswein, N.1
Racine, T.P.2
-
120
-
-
63849127068
-
Problem representation, understanding, and learning transfer: Implications for technology education research
-
Sutton, M. J. (2003). Problem representation, understanding, and learning transfer: Implications for technology education research. Journal of Industrial Teacher Education, 40(4), 47-63.
-
(2003)
Journal of Industrial Teacher Education
, vol.40
, Issue.4
, pp. 47-63
-
-
Sutton, M.J.1
-
121
-
-
60449093922
-
Making sense of sense-making: Reflections on enactive and extended mind theories
-
Thompson, E., & Stapleton, M. (2009). Making sense of sense-making: Reflections on enactive and extended mind theories. Topoi, 28, 23-30.
-
(2009)
Topoi
, vol.28
, pp. 23-30
-
-
Thompson, E.1
Stapleton, M.2
-
122
-
-
0003570646
-
-
The story of the eight-year study. New York: Harper & Brothers. Accessed 6/1/11 at
-
Tyler, R. W. (1942). Adventure in American education. Vol. 1. The story of the eight-year study. New York: Harper & Brothers. Accessed 6/1/11 at http://www. archive. org/stream/storyoftheeighty009637mbp/storyoftheeighty009637mbp_djvu. txt.
-
(1942)
Adventure in American education
, vol.1
-
-
Tyler, R.W.1
-
123
-
-
34247324019
-
-
U. S. Department of Education, National Center for Education Statistics. Washington, DC: U. S. Government Printing Office
-
U. S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006-071). Washington, DC: U. S. Government Printing Office.
-
(2006)
The Condition of Education 2006 (NCES 2006-071)
-
-
-
124
-
-
38849084775
-
The cognitive-situative divide and the problem of conceptual change
-
Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55-66.
-
(2007)
Educational Psychologist
, vol.42
, Issue.1
, pp. 55-66
-
-
Vosniadou, S.1
-
125
-
-
0003605655
-
-
M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). Cambridge, MA: Harvard University Press
-
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.
-
(1978)
Mind in society: The development of higher psychological processes
-
-
Vygotsky, L.S.1
-
127
-
-
0001984805
-
Inquiry, modeling, and meta-cognition: Making science accessible for all students
-
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and meta-cognition: Making science accessible for all students. Cognition and Instruction, 16(1), 3-118.
-
(1998)
Cognition and Instruction
, vol.16
, Issue.1
, pp. 3-118
-
-
White, B.Y.1
Frederiksen, J.R.2
-
128
-
-
0007383218
-
Learner-control and instructional technologies
-
D. H. Jonassen (Ed.), New York: MacMillan Library Reference
-
Williams, M. D. (1996). Learner-control and instructional technologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 112-142). New York: MacMillan Library Reference.
-
(1996)
Handbook of Research for Educational Communications and Technology
, pp. 112-142
-
-
Williams, M.D.1
-
129
-
-
85007857414
-
Using an information problem-solving model as a metacognitive scaffold for multimedia-supported information-based problems
-
Wolf, S. E., Brush, T., & Saye, J. (2003). Using an information problem-solving model as a metacognitive scaffold for multimedia-supported information-based problems. Journal of Research on Technology in Education, 35(3), 321-341.
-
(2003)
Journal of Research on Technology in Education
, vol.35
, Issue.3
, pp. 321-341
-
-
Wolf, S.E.1
Brush, T.2
Saye, J.3
-
130
-
-
0017276549
-
The role of tutoring in problem-solving
-
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
-
(1976)
Journal of Child Psychology and Psychiatry
, vol.17
, pp. 89-100
-
-
Wood, D.1
Bruner, J.2
Ross, G.3
-
131
-
-
78650173303
-
Affect-aware tutors: Recognizing and responding to student affect
-
Woolf, B., Burleson, W., Arroyo, I., Dragon, T., Cooper, D., & Picard, R. (2009). Affect-aware tutors: Recognizing and responding to student affect. International Journal of Learning Technology, 4(3/4), 129-164.
-
(2009)
International Journal of Learning Technology
, vol.4
, Issue.3-4
, pp. 129-164
-
-
Woolf, B.1
Burleson, W.2
Arroyo, I.3
Dragon, T.4
Cooper, D.5
Picard, R.6
-
132
-
-
33745947206
-
Expert models and modeling processes associated with a computer-modeling tool
-
Zhang, B., Liu, X., & Krajcik, J. S. (2006). Expert models and modeling processes associated with a computer-modeling tool. Science Education, 90(4), 579-604.
-
(2006)
Science Education
, vol.90
, Issue.4
, pp. 579-604
-
-
Zhang, B.1
Liu, X.2
Krajcik, J.S.3
|