-
1
-
-
0019585823
-
Problem solving and the development of abstract categories in programming languages
-
Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory & Cognition, 9, 422-433.
-
(1981)
Memory & Cognition
, vol.9
, pp. 422-433
-
-
Adelson, B.1
-
2
-
-
0042677492
-
Guided inquiry laboratory
-
Allen, J. B., Barker, L. N., & Ramsden, J. H. (1986). Guided inquiry laboratory. Journal of Chemical Education, 63, 533-534.
-
(1986)
Journal of Chemical Education
, vol.63
, pp. 533-534
-
-
Allen, J.B.1
Barker, L.N.2
Ramsden, J.H.3
-
3
-
-
0010160358
-
Some psychological and educational limitations of learning by discovery
-
Ausubel, D. P. (1964). Some psychological and educational limitations of learning by discovery. The Arithmetic Teacher, 11, 290-302.
-
(1964)
The Arithmetic Teacher
, vol.11
, pp. 290-302
-
-
Ausubel, D.P.1
-
5
-
-
84909364756
-
-
August/September, Paper presented at the EARLI SIG 2 Bi-annual meeting Text and Graphics Comprehension, Nottingham: University of Nottingham. Retrieved December 8, 2008, from
-
Boucheix, J.-M., Lowe, R., & Soirat, A. (2006, August/September). One line processing of a complex technical animation: Eye tracking investigation during verbal description. Paper presented at the EARLI SIG 2 Bi-annual meeting Text and Graphics Comprehension (pp. 14-17). Nottingham: University of Nottingham. Retrieved December 8, 2008, from www.lsri.nottingham.ac.uk/SIG2/proceedings.pdf.
-
(2006)
One line processing of a complex technical animation: Eye tracking investigation during verbal description
, pp. 14-17
-
-
Boucheix, J.-M.1
Lowe, R.2
Soirat, A.3
-
7
-
-
84886843065
-
-
Unpublished doctoral thesis, Curtin University, Australia
-
Bradley, D. (2005). Practicals in science education. Unpublished doctoral thesis, Curtin University, Australia.
-
(2005)
Practicals in science education
-
-
Bradley, D.1
-
8
-
-
0004134359
-
-
Washington, DC: National Academies Press
-
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academies Press.
-
(1999)
How people learn: Brain, mind, experience and school
-
-
Bransford, J.D.1
Brown, A.L.2
Cocking, R.R.3
-
9
-
-
84876634159
-
-
Washington, DC:National Academy of Sciences. Retrieved February 20, 2008, from
-
Bybee, R. W. (2003). Science curriculum reform in the United States. Washington, DC:National Academy of Sciences. Retrieved February 20, 2008, from www.nas.edu/rise/backg3a.htm.
-
(2003)
Science curriculum reform in the United States
-
-
Bybee, R.W.1
-
11
-
-
0033195925
-
All other things being equal: Children's acquisition of the control of variables strategy
-
Chen, Z., & Klahr, D. (1999). All other things being equal: Children's acquisition of the control of variables strategy. Child Development, 70, 1098-1120.
-
(1999)
Child Development
, vol.70
, pp. 1098-1120
-
-
Chen, Z.1
Klahr, D.2
-
12
-
-
58149410841
-
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
-
13
-
-
26444492631
-
The seminar method of teaching experimental physics
-
Conway, R. G., Mendoza, E., & Read, F. H. (1963). The seminar method of teaching experimental physics. Bulletin of the Institute of Physical Society, 14, 330-332.
-
(1963)
Bulletin of the Institute of Physical Society
, vol.14
, pp. 330-332
-
-
Conway, R.G.1
Mendoza, E.2
Read, F.H.3
-
14
-
-
4243786864
-
-
(Cognitive Sciences Research Paper 508). Brighton, UK: University of Sussex
-
Cuthbert, L., du Boulay, B., Teather, D., Teather, B., Sharples, M., & du Boulay, G. (1999). Expert/novice differences in diagnostic medical cognition: A review of the literature (Cognitive Sciences Research Paper 508). Brighton, UK: University of Sussex.
-
(1999)
Expert/novice differences in diagnostic medical cognition: A review of the literature
-
-
Cuthbert, L.1
du Boulay, B.2
Teather, D.3
Teather, B.4
Sharples, M.5
du Boulay, G.6
-
15
-
-
0003996797
-
-
New York: Dover Publications
-
Dewey, J. (1997). How do we think. New York: Dover Publications.
-
(1997)
How do we think
-
-
Dewey, J.1
-
16
-
-
0013372427
-
-
[Thinking Processes in Chess Players]. Amsterdam: Noord Hollandsche
-
De Groot, A. D. (1946). Het denken van den schaker [Thinking Processes in Chess Players]. Amsterdam: Noord Hollandsche.
-
(1946)
Het denken van den schaker
-
-
De Groot, A.D.1
-
17
-
-
0004217226
-
-
(Revised translation of De Groot, 1946; 2nd ed.). The Hague: Mouton Publishers
-
De Groot, A. D. (1978). Thought and choice in chess (Revised translation of De Groot, 1946; 2nd ed.). The Hague: Mouton Publishers.
-
(1978)
Thought and choice in chess
-
-
De Groot, A.D.1
-
18
-
-
0004134359
-
-
Washington, DC: National Research Council
-
Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How people learn: Bridging research and practice. Washington, DC: National Research Council.
-
(1999)
How people learn: Bridging research and practice
-
-
Donovan, M.S.1
Bransford, J.D.2
Pellegrino, J.W.3
-
19
-
-
84857110985
-
-
Coventry: Becta. Retrieved September 22, 2007, from
-
Downes, S. (2007). Emerging technologies for learning. Coventry: Becta. Retrieved September 22, 2007, from http://partners.becta.org.uk/page_documents/research/emerging_ technologies07_chapter2.pdf.
-
(2007)
Emerging technologies for learning
-
-
Downes, S.1
-
20
-
-
33745684977
-
Scientists in their own classroom: The use of type II technology in the science classroom
-
Gabric, K., Hovance, C., Comstock, S., & Harnisch, D. (2005). Scientists in their own classroom: The use of type II technology in the science classroom. Computers in the School, 22(3/4), 77-91.
-
(2005)
Computers in the School
, vol.22
, Issue.3-4
, pp. 77-91
-
-
Gabric, K.1
Hovance, C.2
Comstock, S.3
Harnisch, D.4
-
21
-
-
0003013572
-
Overview
-
M. Chi, R. Glaser, & M. J. Farr (Eds.), Hillsdale, NJ: Erlbaum
-
Glaser, R., & Chi, M. (1988). Overview. In M. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. xv-xxviii). Hillsdale, NJ: Erlbaum.
-
(1988)
The nature of expertise
, pp. 15-28
-
-
Glaser, R.1
Chi, M.2
-
22
-
-
0346492281
-
The roles of recognition processes and look-ahead search in time-constrained expert problem solving: Evidence from grandmaster level chess
-
Gobet, F., & Simon, H. A. (1996). The roles of recognition processes and look-ahead search in time-constrained expert problem solving: Evidence from grandmaster level chess. Psychological Science, 7, 52-55.
-
(1996)
Psychological Science
, vol.7
, pp. 52-55
-
-
Gobet, F.1
Simon, H.A.2
-
23
-
-
33846931377
-
Children's knowledge of astronomy and its change in the course of learning
-
Hannust, T., & Kikas, E. (2007). Children's knowledge of astronomy and its change in the course of learning. Early Childhood Research Quarterly, 22, 89-104.
-
(2007)
Early Childhood Research Quarterly
, vol.22
, pp. 89-104
-
-
Hannust, T.1
Kikas, E.2
-
24
-
-
0024729760
-
The relation between problem categorization and problem solving among experts and novices
-
Hardiman, P. T., Dufresne, R., & Mestre, J. P. (1989). The relation between problem categorization and problem solving among experts and novices. Memory and Cognition, 17, 627-638.
-
(1989)
Memory and Cognition
, vol.17
, pp. 627-638
-
-
Hardiman, P.T.1
Dufresne, R.2
Mestre, J.P.3
-
25
-
-
34748844042
-
Designing for learner engagement in middle school science: Technology, inquiry, and the hierarchies of engagement
-
Harmer, A. J., & Cates, W. M. (2007). Designing for learner engagement in middle school science: Technology, inquiry, and the hierarchies of engagement. Computers in the Schools, 24(1/2), 105-124.
-
(2007)
Computers in the Schools
, vol.24
, Issue.1-2
, pp. 105-124
-
-
Harmer, A.J.1
Cates, W.M.2
-
26
-
-
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, 235-266.
-
(2004)
Educational Psychology Review
, vol.16
, pp. 235-266
-
-
Hmelo-Silver, C.E.1
-
28
-
-
0002806086
-
Philosophy of science, science and science education
-
Hodson, D. (1985). Philosophy of science, science and science education. Studies in Science Education, 12, 25-57.
-
(1985)
Studies in Science Education
, vol.12
, pp. 25-57
-
-
Hodson, D.1
-
29
-
-
84972934461
-
Experiments in science and science teaching
-
Hodson, D. (1988). Experiments in science and science teaching. Educational Philosophy and Theory, 20, 53-66.
-
(1988)
Educational Philosophy and Theory
, vol.20
, pp. 53-66
-
-
Hodson, D.1
-
30
-
-
0344062646
-
Problem representation in teaching:Inferences from research on expert and novice teachers
-
Hogan, T. M., Rabinowitz, M., & Craven, J. (2003). Problem representation in teaching:Inferences from research on expert and novice teachers. Educational Psychologist, 38, 235-247.
-
(2003)
Educational Psychologist
, vol.38
, pp. 235-247
-
-
Hogan, T.M.1
Rabinowitz, M.2
Craven, J.3
-
31
-
-
0040731406
-
-
(IEE Working Paper No. 12). New York: Institute on Education and the Economy, Columbia University. Retrieved from
-
Hughes, K. L., & Moore, D. T. (1999). Pedagogical strategies for work-based learning (IEE Working Paper No. 12). New York: Institute on Education and the Economy, Columbia University. Retrieved from www.tc.columbia.edu/iee/PAPERS/workpap12.pdf.
-
(1999)
Pedagogical strategies for work-based learning
-
-
Hughes, K.L.1
Moore, D.T.2
-
32
-
-
69549134325
-
Reasserting the philosophy of experiential education as a vehicle for change in the 21st century
-
Itin, C. M. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. The Journal of Experiential Education, 22(2), 91-98.
-
(1999)
The Journal of Experiential Education
, vol.22
, Issue.2
, pp. 91-98
-
-
Itin, C.M.1
-
33
-
-
0038680125
-
Problem solving about complex systems: Differences between experts and novices
-
B. Fishman & S. O'Connor-Divelbiss (Eds.), Mahwah, NJ: Erlbaum
-
Jacobson, M. J. (2000). Problem solving about complex systems: Differences between experts and novices. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 14-21). Mahwah, NJ: Erlbaum.
-
(2000)
Fourth International Conference of the Learning Sciences
, pp. 14-21
-
-
Jacobson, M.J.1
-
34
-
-
0009174582
-
Epistemology, practical work and academic skills in science education
-
Kirschner, P. (1992). Epistemology, practical work and academic skills in science education. Science and Education, 1, 273-299.
-
(1992)
Science and Education
, vol.1
, pp. 273-299
-
-
Kirschner, P.1
-
35
-
-
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(2), 75-86.
-
(2006)
Educational Psychologist
, vol.41
, Issue.2
, pp. 75-86
-
-
Kirschner, P.1
Sweller, J.2
Clark, R.3
-
36
-
-
7444269930
-
The equivalence of learning paths in early science instruction:Effects of direct instruction and discovery learning
-
Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction:Effects of direct instruction and discovery learning. Psychological Science, 15, 661-667.
-
(2004)
Psychological Science
, vol.15
, pp. 661-667
-
-
Klahr, D.1
Nigam, M.2
-
37
-
-
0002149180
-
Toward an applied theory of experiential learning
-
C. Cooper (Ed.), London: John Wiley
-
Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process (pp. 33-57). London: John Wiley.
-
(1975)
Theories of group process
, pp. 33-57
-
-
Kolb, D.A.1
Fry, R.2
-
39
-
-
84987217325
-
The distinction between inquiry and scientific inquiry and why high school students should be cognizant of the distinction
-
Kyle, W. C., Jr. (1980). The distinction between inquiry and scientific inquiry and why high school students should be cognizant of the distinction. Journal of Research on Science Teaching, 17, 123-130.
-
(1980)
Journal of Research on Science Teaching
, vol.17
, pp. 123-130
-
-
Kyle, W.C.1
-
40
-
-
1042299280
-
Processing information for effective problems solving
-
Larkin, J. H. (1979). Processing information for effective problems solving. Engineering Education, 285-288.
-
(1979)
Engineering Education
, pp. 285-288
-
-
Larkin, J.H.1
-
41
-
-
0033238924
-
Extracting information from an animation during complex visual learning
-
Lowe, R. K. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14, 225-244.
-
(1999)
European Journal of Psychology of Education
, vol.14
, pp. 225-244
-
-
Lowe, R.K.1
-
42
-
-
4544367929
-
Interrogation of a dynamic visualisation during learning
-
Lowe, R. K. (2004). Interrogation of a dynamic visualisation during learning. Learning and Instruction, 14, 257-274.
-
(2004)
Learning and Instruction
, vol.14
, pp. 257-274
-
-
Lowe, R.K.1
-
43
-
-
0742269292
-
Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction
-
Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14-19.
-
(2004)
American Psychologist
, vol.59
, pp. 14-19
-
-
Mayer, R.1
-
44
-
-
0038182562
-
Conceptual change in physics: Children's naïve representations of sound
-
Mazens, K., & Lautrey, J. (2003). Conceptual change in physics: Children's naïve representations of sound. Cognitive Development, 18, 159-176.
-
(2003)
Cognitive Development
, vol.18
, pp. 159-176
-
-
Mazens, K.1
Lautrey, J.2
-
45
-
-
79551701880
-
Prospects for transforming schools with technology-supported assessment
-
R. K. Sawyer (Ed.), New York: Cambridge University Press
-
Means, B. (2006). Prospects for transforming schools with technology-supported assessment. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 505-520). New York: Cambridge University Press.
-
(2006)
Cambridge handbook of the learning sciences
, pp. 505-520
-
-
Means, B.1
-
46
-
-
0002140212
-
Learning science and the science of learning
-
Novak, J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101.
-
(1988)
Studies in Science Education
, vol.15
, pp. 77-101
-
-
Novak, J.1
-
47
-
-
0024040407
-
Analogical transfer, problem similarity and expertise
-
Novick, L. R. (1988). Analogical transfer, problem similarity and expertise. Journal of Experimental Psychology: Learning, Memory and Cognition, 14, 510-520.
-
(1988)
Journal of Experimental Psychology: Learning, Memory and Cognition
, vol.14
, pp. 510-520
-
-
Novick, L.R.1
-
49
-
-
0004239538
-
-
(M. Cook, Trans.). London: Routledge and Kegan Paul Ltd. Retrieved September 6, 2007 from
-
Piaget, J. (1955). The construction of reality in the child (M. Cook, Trans.). London: Routledge and Kegan Paul Ltd. Retrieved September 6, 2007 from: www.marxists.org/reference/subject/philosophy/works/fr/piaget2.htm.
-
(1955)
The construction of reality in the child
-
-
Piaget, J.1
-
50
-
-
0346938647
-
Constructivist pedagogy
-
Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105, 1623-1640.
-
(2003)
Teachers College Record
, vol.105
, pp. 1623-1640
-
-
Richardson, V.1
-
51
-
-
0346384291
-
Controlled and automatic human information processing: Detection, search, and attention
-
Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: Detection, search, and attention. Psychological Review, 84, 1-66.
-
(1977)
Psychological Review
, vol.84
, pp. 1-66
-
-
Schneider, W.1
Shiffrin, R.M.2
-
52
-
-
0013259251
-
Lost in action
-
Sewall, G. (2000). Lost in action. American Educator, 24(2), 4-9.
-
(2000)
American Educator
, vol.24
, Issue.2
, pp. 4-9
-
-
Sewall, G.1
-
54
-
-
0001535543
-
Problem perception and knowledge structure in expert and novice mathematical problem solvers
-
Shoenfeld, A. H., & Herrmann, D. J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental Psychology:Learning, Memory & Cognition, 8, 484-494.
-
(1982)
Journal of Experimental Psychology:Learning, Memory & Cognition
, vol.8
, pp. 484-494
-
-
Shoenfeld, A.H.1
Herrmann, D.J.2
-
55
-
-
0033239042
-
Preservice teachers' views of inclusive science teaching as shaped by images of teaching learning, and knowledge
-
Southerland, S. A., & Gess-Newsome, J. (1999). Preservice teachers' views of inclusive science teaching as shaped by images of teaching learning, and knowledge. Science Education, 83(2), 131-150.
-
(1999)
Science Education
, vol.83
, Issue.2
, pp. 131-150
-
-
Southerland, S.A.1
Gess-Newsome, J.2
-
56
-
-
13844264296
-
Understanding the structure of the set of rational numbers: A conceptual change approach
-
Vamvakoussi, X., & Vosniadou, S. (2004). Understanding the structure of the set of rational numbers: A conceptual change approach. Learning and Instruction, 14, 453-467.
-
(2004)
Learning and Instruction
, vol.14
, pp. 453-467
-
-
Vamvakoussi, X.1
Vosniadou, S.2
-
57
-
-
15444376410
-
Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data
-
Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2005). Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data. Applied Cognitive Psychology, 19, 205-221.
-
(2005)
Applied Cognitive Psychology
, vol.19
, pp. 205-221
-
-
Van Gog, T.1
Paas, F.2
van Merriënboer, J.J.G.3
-
59
-
-
2442610121
-
Exploring the relationships between conceptual change and intentional learning
-
G. Sinatra & P. Pintrich (Eds.), Mahwah, NJ: Lawrence Erlbaum
-
Vosniadou, S. (2002). Exploring the relationships between conceptual change and intentional learning. In G. Sinatra & P. Pintrich (Eds.), Prospects and problems for modes of intentional conceptual change (pp. 377-406). Mahwah, NJ: Lawrence Erlbaum.
-
(2002)
Prospects and problems for modes of intentional conceptual change
, pp. 377-406
-
-
Vosniadou, S.1
-
60
-
-
0003434733
-
-
(Evelyn Rossiter, Trans.). Sydney: Harvester Wheatsheaf. (Original work published in 1930 in Russian.)
-
Vygotsky, L. S., & Luria, A. R. (1992). Ape, primitive man, and child: Essays in the history of behaviour (Evelyn Rossiter, Trans.). Sydney: Harvester Wheatsheaf. (Original work published in 1930 in Russian.) Available at www.marxists.org/archive/luria/works/1930/child/ch02.htm.
-
(1992)
Ape, primitive man, and child: Essays in the history of behaviour
-
-
Vygotsky, L.S.1
Luria, A.R.2
|