메뉴 건너뛰기




Volumn , Issue , 2010, Pages 341-356

Conceptual representation embodied in hypermedia: An approach to promoting knowledge co-construction

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84895414935     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4419-5716-0_17     Document Type: Chapter
Times cited : (8)

References (42)
  • 1
    • 3142702111 scopus 로고    scopus 로고
    • Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia?
    • Azevedo R. Cromley J. G. & Seibert D. (2004a). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology 29 344-370
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 344-370
    • Azevedo, R.1    Cromley, J.G.2    Seibert, D.3
  • 3
    • 15944401414 scopus 로고    scopus 로고
    • Can students collaboratively use hypermedia to learn about science? The dynamics of self- and other-regulatory processes in an ecology classroom
    • Azevedo R. Winters F. I. & Moos D. C. (2004b). Can students collaboratively use hypermedia to learn about science? The dynamics of self- and other-regulatory processes in an ecology classroom. Journal of Educational Computing Research 31(3) 215-245
    • (2004) Journal of Educational Computing Research , vol.31 , Issue.3 , pp. 215-245
    • Azevedo, R.1    Winters, F.I.2    Moos, D.C.3
  • 7
    • 85085411743 scopus 로고
    • Cognitive apprenticeship: Teaching the crafts of reading writing and mathematics
    • In L. B. Resnick (Ed Hillsdale NJ: 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 NJ: 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
  • 8
    • 84963164715 scopus 로고
    • Epistemic forms and epistemic games: Structures and strategies to guide inquiry
    • Collins A. & Ferguson W. (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational Psychologist 28 25-42
    • (1993) Educational Psychologist , vol.28 , pp. 25-42
    • Collins, A.1    Ferguson, W.2
  • 9
    • 0027560291 scopus 로고
    • What is a knowledge representation?
    • Davis R. Shrobe H. & Szolovits P. (1993). What is a knowledge representation? AI Magazine 14 17-33
    • (1993) AI Magazine , vol.14 , pp. 17-33
    • Davis, R.1    Shrobe, H.2    Szolovits, P.3
  • 11
    • 0018450527 scopus 로고
    • Chunking in recall of symbolic drawings
    • Egan D. & Schwartz B. (1979). Chunking in recall of symbolic drawings. Memory and Cognition 7 149-158
    • (1979) Memory and Cognition , vol.7 , pp. 149-158
    • Egan, D.1    Schwartz, B.2
  • 12
    • 84965572216 scopus 로고
    • Components of a psychology of instruction: Towards a science of design
    • Glaser R. (1976). Components of a psychology of instruction: Towards a science of design. Review of Educational Research 46 1-24
    • (1976) Review of Educational Research , vol.46 , pp. 1-24
    • Glaser, R.1
  • 14
    • 0001685092 scopus 로고    scopus 로고
    • Understanding machines from multimedia and hypermedia presentations
    • J. Otero J. A. Leon & A. C. Graesser (Eds NJ Mahwah: Lawrence Erlbaum Associates
    • Hegarty M. Narayanan N. H. & Freitas P. (2002). Understanding machines from multimedia and hypermedia presentations. In J. Otero J. A. Leon & A. C. Graesser (Eds.) The psychology of science text comprehension. NJ Mahwah: Lawrence Erlbaum Associates
    • (2002) Psychology Of Science Text Comprehension
    • Hegarty, M.1    Narayanan, N.H.2    Freitas, P.3
  • 17
    • 3142678927 scopus 로고    scopus 로고
    • 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 16 235-266
    • (2004) Educational Psychology Review , vol.16 , pp. 235-266
    • Hmelo-Silver, C.E.1
  • 18
    • 84925814083 scopus 로고    scopus 로고
    • Design principles for scaffolding technology-based inquiry
    • A. M. O'Donnell C. E. Hmelo-Silver & G. Erkens(Eds Mahwah NJ: Erlbaum
    • Hmelo-Silver C. E. (2006). Design principles for scaffolding technology-based inquiry. In A. M. O'Donnell C. E. Hmelo-Silver & G. Erkens(Eds.) Collaborative reasoning learning and technology pp. 147-170. Mahwah NJ: Erlbaum
    • (2006) Collaborative Reasoning Learning And Technology , pp. 147-170
    • Hmelo-Silver, C.E.1
  • 20
    • 34547479237 scopus 로고    scopus 로고
    • Fish swim rocks sit and lungs breathe: Expertnovice understanding of complex systems
    • Hmelo-Silver C. E. Marathe S. & Liu L. (2007). Fish swim rocks sit and lungs breathe: Expertnovice understanding of complex systems. Journal of the Learning Sciences 16 307-331
    • (2007) Journal of the Learning Sciences , vol.16 , pp. 307-331
    • Hmelo-Silver, C.E.1    Marathe, S.2    Liu, L.3
  • 21
    • 1142278829 scopus 로고    scopus 로고
    • Comparing expert and novice understanding of a complex system from the perspective of structures behaviors and functions
    • Hmelo-Silver C. E. & Pfeffer M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures behaviors and functions. Cognitive Science 28 127-138
    • (2004) Cognitive Science , vol.28 , pp. 127-138
    • Hmelo-Silver, C.E.1    Pfeffer, M.G.2
  • 22
    • 0347748117 scopus 로고    scopus 로고
    • The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge
    • Jacobson M. J. & Archodidou A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. Journal of the Learning Science 9 145-199
    • (2000) Journal of the Learning Science , vol.9 , pp. 145-199
    • Jacobson, M.J.1    Archodidou, A.2
  • 23
    • 84948880925 scopus 로고
    • Hypertext principles for text and courseware design
    • Jonassen D. H. (1986). Hypertext principles for text and courseware design. Educational Psychologist 21 269-292
    • (1986) Educational Psychologist , vol.21 , pp. 269-292
    • Jonassen, D.H.1
  • 24
    • 12044249685 scopus 로고
    • Mechanisms of self-regulation: A system review
    • Karoly P. (1993). Mechanisms of self-regulation: A system review. Annual Review of Psychology 44 23-52
    • (1993) Annual Review of Psychology , vol.44 , pp. 23-52
    • Karoly, P.1
  • 26
    • 84863338448 scopus 로고    scopus 로고
    • How representation matters: Comparing collaborative learning with alternative versions of hypermedia
    • T. Koschmann D. D. Suthers & T.-W. Chan (Eds Mahwah NJ: Erlbaum
    • Liu L. Hmelo-Silver C. E. & Marathe S. (2005b). How representation matters: Comparing collaborative learning with alternative versions of hypermedia. In T. Koschmann D. D. Suthers & T.-W. Chan (Eds.) Proceedings of CSCL 2005 pp. 398-402. Mahwah NJ: Erlbaum
    • (2005) Proceedings of CSCL 2005 , pp. 398-402
    • Liu, L.1    Hmelo-Silver, C.E.2    Marathe, S.3
  • 27
    • 84895247914 scopus 로고
    • Paper presented at the Associated Schools of Construction conference. Retrieved Aug 1 2003,from
    • McManus W. & Segner R. (1991). Hypermedia in Construction Education. Paper presented at the Associated Schools of Construction conference. Retrieved Aug 1 2003,from http://asceditor.unl.edu/archives/1991/McManus91.htm
    • (1991) Hypermedia in Construction Education
    • McManus, W.1    Segner, R.2
  • 28
    • 0034358410 scopus 로고    scopus 로고
    • Do teachers support causal understanding through their discourse when teaching primary science?
    • Newton D. P. & Newton L. D. (2000). Do teachers support causal understanding through their discourse when teaching primary science? British Educational Research Journal 26 599-613
    • (2000) British Educational Research Journal , vol.26 , pp. 599-613
    • Newton, D.P.1    Newton, L.D.2
  • 30
    • 3042695740 scopus 로고    scopus 로고
    • Hypermedia as an experimental learning tool: A theoretical model
    • Nunes J. & Fowell S. P. (1996). Hypermedia as an experimental learning tool: A theoretical model. Information Research New 6 15-27
    • (1996) Information Research New , vol.6 , pp. 15-27
    • Nunes, J.1    Fowell, S.P.2
  • 31
    • 21844481418 scopus 로고
    • Learning from peers: Beyond the rhetoric of positive results
    • O'Donnell A. M. & O'Kelly J. O. (1994). Learning from peers: Beyond the rhetoric of positive results. Educational Psychology Review 6 321-349
    • (1994) Educational Psychology Review , vol.6 , pp. 321-349
    • O'Donnell, A.M.1    O'Kelly, J.O.2
  • 32
    • 0002917973 scopus 로고
    • Hypermedia: Functional features and research issues
    • Park O. (1991). Hypermedia: Functional features and research issues. Educational Technology 31 24-31
    • (1991) Educational Technology , vol.31 , pp. 24-31
    • Park, O.1
  • 34
    • 0345525832 scopus 로고    scopus 로고
    • The development of academic self-regulation The role of cognitive and motivational factors
    • A. Wigfield & J. Eccles (Eds San Diego CA: Academic Press
    • Pintrich P. R. & Zusho A. (2002). The development of academic self-regulation The role of cognitive and motivational factors. In A. Wigfield & J. Eccles (Eds.) The development of achievement motivation pp. 250-279. San Diego CA: Academic Press
    • (2002) Development Of Achievement Motivation , pp. 250-279
    • Pintrich, P.R.1    Zusho, A.2
  • 35
    • 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. Journal of the Learning Sciences 13 273-304
    • (2004) Journal of the Learning Sciences , vol.13 , pp. 273-304
    • Reiser, B.J.1
  • 38
    • 85068071049 scopus 로고
    • What's all the fuss about metacognition?
    • In A. H. Schoenfeld (Ed. Hillsdale NJ: Lawrence Erlbaum Associates
    • Schoenfeld A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.) Cognitive science and mathematics education (pp. 189-215). Hillsdale NJ: Lawrence Erlbaum Associates
    • (1987) Cognitive Science And Mathematics Education , pp. 189-215
    • Schoenfeld, A.H.1
  • 39
    • 3142767138 scopus 로고    scopus 로고
    • Learning from hypertext: Research issues and findings
    • In D. H. Jonassen (Ed. 2nd ed). Mahwah NJ: Lawrence Erlbaum Associates
    • Shapiro A. & Niederhauser D. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed.) Handbook of Research for Education Communications and Technology (2nd ed). Mahwah NJ: Lawrence Erlbaum Associates
    • (2004) Handbook of Research for Education Communications and Technology
    • Shapiro, A.1    Niederhauser, D.2
  • 40
    • 0037995721 scopus 로고    scopus 로고
    • An experimental study of the effects of representational guidance on collaborative learning processes
    • Suthers D. D. & Hundhausen C. D. (2003). An experimental study of the effects of representational guidance on collaborative learning processes. Journal of the Learning Sciences 12 183-218
    • (2003) Journal of the Learning Sciences , vol.12 , pp. 183-218
    • Suthers, D.D.1    Hundhausen, C.D.2
  • 41
    • 0000359597 scopus 로고
    • The teaching of learning strategies
    • In M. C. Wittrock (Ed New York: Macmillan
    • Weinstein C. E. & Mayer R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.) Handbook of research on teaching pp. 315-327. New York: Macmillan
    • (1986) Handbook Of Research On Teaching , pp. 315-327
    • Weinstein, C.E.1    Mayer, R.E.2
  • 42
    • 0012867376 scopus 로고    scopus 로고
    • Self-regulated learning viewed from models of information processing
    • B. J. Zimmerman & D. H. Schunk (Eds 2nd ed Hillsdale NJ: Erlbaum
    • Winne P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.) Self-regulated learning and academic achievement: Theoretical perspectives 2nd ed pp. 153-189. Hillsdale NJ: Erlbaum
    • (2001) Self-Regulated Learning And Academic Achievement: Theoretical Perspectives , pp. 153-189
    • Winne, P.H.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.