메뉴 건너뛰기




Volumn , Issue , 2009, Pages 34-61

Constructivism in an age of non-constructivist assessments

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84909114173     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203878842     Document Type: Chapter
Times cited : (68)

References (32)
  • 1
    • 7544234526 scopus 로고    scopus 로고
    • Learning ecologies for technological fluency: Gender and experience differences
    • Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36.
    • (2004) Journal of Educational Computing Research , vol.31 , Issue.1 , pp. 1-36
    • Barron, B.1
  • 3
    • 0002213688 scopus 로고    scopus 로고
    • Rethinking transfer: A simple proposal with multiple implications
    • A. Iran-Nejad & P. D. Pearson (Eds.), Washington, DC: American Educational Research Association
    • Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (24, pp. 61-101). Washington, DC: American Educational Research Association.
    • (1999) Review of research in education , vol.24 , pp. 61-101
    • Bransford, J.D.1    Schwartz, D.L.2
  • 4
    • 84948512218 scopus 로고
    • Cognitive load theory and the format of instruction
    • Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
    • (1991) Cognition and Instruction , vol.8 , pp. 293-332
    • Chandler, P.1    Sweller, J.2
  • 5
    • 0033195925 scopus 로고    scopus 로고
    • All other things being equal: Acquisition and transfer of the control of variables strategy
    • Chen, Z., & Klahr, D. (1999). All other things being equal: Acquisition and transfer 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
  • 7
    • 85067010209 scopus 로고
    • Constructivism: New implications for instructional technology
    • T. M. Duffy & H. H. Jonassen (Eds.), Hillsdale, NJ: Erlbaum
    • Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. M. Duffy & H. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 1-16). Hillsdale, NJ: Erlbaum.
    • (1992) Constructivism and the technology of instruction: A conversation , pp. 1-16
    • Duffy, T.M.1    Jonassen, D.H.2
  • 8
    • 0003493439 scopus 로고
    • (4th ed.). New York: Holt, Rinehart & Winston
    • Gagne, R. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart & Winston.
    • (1985) The conditions of learning
    • Gagne, R.1
  • 9
    • 0003081266 scopus 로고
    • Schema induction and analogical transfer
    • Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
    • (1983) Cognitive Psychology , vol.15 , pp. 1-38
    • Gick, M.L.1    Holyoak, K.J.2
  • 10
    • 34848916061 scopus 로고    scopus 로고
    • Is constructivism risky? Social anxiety, classroom participation, competitive game play and constructivist preferences in teacher development
    • Hills, T. (2007). Is constructivism risky? Social anxiety, classroom participation, competitive game play and constructivist preferences in teacher development. Teacher Development, 11, 335-352.
    • (2007) Teacher Development , vol.11 , pp. 335-352
    • Hills, T.1
  • 11
    • 34347331274 scopus 로고    scopus 로고
    • Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006)
    • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99-107.
    • (2007) Educational Psychologist , vol.42 , pp. 99-107
    • Hmelo-Silver, C.E.1    Duncan, R.G.2    Chinn, C.A.3
  • 12
    • 33744807434 scopus 로고    scopus 로고
    • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
    • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
    • (2006) Educational Psychologist , vol.41 , Issue.2 , pp. 75-86
    • Kirschner, P.A.1    Sweller, J.2    Clark, R.E.3
  • 13
    • 7444269930 scopus 로고    scopus 로고
    • 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
  • 14
    • 33749316938 scopus 로고    scopus 로고
    • Evaluating Montessori education
    • September
    • Lillard, A., & Else-Quest, N. (2006, September). Evaluating Montessori education. Science, 313, 1893-1894.
    • (2006) Science , vol.313 , pp. 1893-1894
    • Lillard, A.1    Else-Quest, N.2
  • 16
    • 84880402455 scopus 로고    scopus 로고
    • Prospective adaptation in the use of representational tools
    • (in press)
    • Martin, L., & Schwartz, D. L. (in press). Prospective adaptation in the use of representational tools. Cognition & Instruction.
    • Cognition & Instruction
    • Martin, L.1    Schwartz, D.L.2
  • 17
    • 0742269292 scopus 로고    scopus 로고
    • 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
  • 19
    • 71449110403 scopus 로고    scopus 로고
    • The mere belief of social interaction improves learning
    • D. S. McNamara & J. G. Trafton (Eds.), August, Nashville, TN:Cognitive Science Society
    • Okita, S. Y., Bailenson, J., & Schwartz, D. L. (2007). The mere belief of social interaction improves learning. In D. S. McNamara & J. G. Trafton (Eds.), The proceedings of the 29th meeting of the Cognitive Science Society (pp. 1355-1360). August, Nashville, TN:Cognitive Science Society.
    • (2007) The proceedings of the , pp. 1355-1360
    • Okita, S.Y.1    Bailenson, J.2    Schwartz, D.L.3
  • 21
    • 0002053703 scopus 로고
    • Implicit learning of synthetic languages: The role of instructional set
    • Reber, A. S. (1976). Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning & Memory, 2(1), 88-94.
    • (1976) Journal of Experimental Psychology: Human Learning & Memory , vol.2 , Issue.1 , pp. 88-94
    • Reber, A.S.1
  • 22
    • 34247634991 scopus 로고    scopus 로고
    • Benefits of undergraduate research experiences
    • April
    • Russell, S. H., Hancock, M. P., & McCullough, J. (2007, April). Benefits of undergraduate research experiences. Science, 316, 548-549.
    • (2007) Science , vol.316 , pp. 548-549
    • Russell, S.H.1    Hancock, M.P.2    McCullough, J.3
  • 25
    • 3042583333 scopus 로고    scopus 로고
    • Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction
    • Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction. Cognition & Instruction, 22, 129-184.
    • (2004) Cognition & Instruction , vol.22 , pp. 129-184
    • Schwartz, D.L.1    Martin, T.2
  • 26
    • 79957626384 scopus 로고    scopus 로고
    • Designs for knowledge evolution: Towards a prescriptive theory for integrating first- and second-hand knowledge
    • P. Gardenfors & P. Johansson (Eds.), Mahwah, NJ: Erlbaum
    • Schwartz, D. L., Martin, T., & Nasir, N. (2005). Designs for knowledge evolution: Towards a prescriptive theory for integrating first- and second-hand knowledge. In P. Gardenfors & P. Johansson (Eds.), Cognition, education, and communication technology (pp. 21-54). Mahwah, NJ: Erlbaum.
    • (2005) Cognition, education, and communication technology , pp. 21-54
    • Schwartz, D.L.1    Martin, T.2    Nasir, N.3
  • 28
    • 0033748181 scopus 로고    scopus 로고
    • Neuronal activity differs between explicit and implicit learning of artificial grammar strings: An fMRI study
    • Seger, C. A., Prabhakaran, V., Poldrack, R., & Gabrieli, J. D. E. (2000). Neuronal activity differs between explicit and implicit learning of artificial grammar strings: An fMRI study. Psychobiology, 28, 283-292.
    • (2000) Psychobiology , vol.28 , pp. 283-292
    • Seger, C.A.1    Prabhakaran, V.2    Poldrack, R.3    Gabrieli, J.D.E.4
  • 29
    • 0038156715 scopus 로고
    • Programmed instruction revisited
    • Skinner, B. F. (1986). Programmed instruction revisited. Phi Delta Kappan, 68, 103-110.
    • (1986) Phi Delta Kappan , vol.68 , pp. 103-110
    • Skinner, B.F.1
  • 31
    • 0033478236 scopus 로고    scopus 로고
    • Individual behavioural characteristics and dominance in aviary groups of great tits
    • Verbeek, M. E. M., De Goede, P., Drent, P. J., & Wiepkema, P. R. (1999). Individual behavioural characteristics and dominance in aviary groups of great tits. Behaviour, 136, 23-48.
    • (1999) Behaviour , vol.136 , pp. 23-48
    • Verbeek, M.E.M.1    De Goede, P.2    Drent, P.J.3    Wiepkema, P.R.4
  • 32
    • 16144366274 scopus 로고    scopus 로고
    • The impact of goal specificity on strategy use and the acquisition of problem structure
    • Vollmeyer, R., Burns, B., & Holyoak, K. (1996). The impact of goal specificity on strategy use and the acquisition of problem structure. Cognitive Science, 20, 75-100.
    • (1996) Cognitive Science , vol.20 , pp. 75-100
    • Vollmeyer, R.1    Burns, B.2    Holyoak, K.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.