-
1
-
-
84993728416
-
Perspectives on learning, thinking, and activity
-
J.R.Anderson,, J.G.Greeno,, L.M.Reder,, & H.A.Simon, (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29(4), 11–13. http://doi.org/10.3102/0013189X029004011
-
(2000)
Educational Researcher
, vol.29
, Issue.4
, pp. 11-13
-
-
Anderson, J.R.1
Greeno, J.G.2
Reder, L.M.3
Simon, H.A.4
-
2
-
-
0002004285
-
Situated learning and education
-
J.R.Anderson,, L.M.Reder,, & H.A.Simon, (1996). Situated learning and education. Educational Researcher, 25(4), 5–11. http://doi.org/10.3102/0013189X025004005
-
(1996)
Educational Researcher
, vol.25
, Issue.4
, pp. 5-11
-
-
Anderson, J.R.1
Reder, L.M.2
Simon, H.A.3
-
3
-
-
0001895153
-
Situative versus cognitive perspectives: Form versus substance
-
J.R.Anderson,, L.M.Reder,, & H.A.Simon, (1997). Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18–21. http://doi.org/10.3102/0013189X026001018
-
(1997)
Educational Researcher
, vol.26
, Issue.1
, pp. 18-21
-
-
Anderson, J.R.1
Reder, L.M.2
Simon, H.A.3
-
5
-
-
50849110559
-
Technology and literacies: From print literacy to dialogic literacy
-
Bascia N., Cumming A., Datnow A., Leithwood K., Livingstone D., (eds), Dordrecht, The Netherlands: Springer
-
C.Bereiter,, & M.Scardamalia, (2005). Technology and literacies: From print literacy to dialogic literacy. In N.Bascia, A.Cumming, A.Datnow, K.Leithwood, & D.Livingstone (Eds.), International handbook of educational policy (pp. 749–761). Dordrecht, The Netherlands: Springer.
-
(2005)
International handbook of educational policy
, pp. 749-761
-
-
Bereiter, C.1
Scardamalia, M.2
-
6
-
-
84965520752
-
Situated cognition and the culture of learning
-
J.S.Brown,, A.Collins,, & P.Duguid, (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. http://doi.org/10.3102/0013189X018001032
-
(1989)
Educational Researcher
, vol.18
, Issue.1
, pp. 32-42
-
-
Brown, J.S.1
Collins, A.2
Duguid, P.3
-
7
-
-
33746671878
-
On the implications of neuroscience research for science teaching and learning: Are there any? A skeptical theme and variations: The primacy of psychology in the science of learning
-
J.T.Bruer, (2006). On the implications of neuroscience research for science teaching and learning: Are there any? A skeptical theme and variations: The primacy of psychology in the science of learning. CBE—Life Sciences Education, 5, 104–110. http://doi.org/10.1187/cbe.06-03-0153
-
(2006)
CBE—Life Sciences Education
, vol.5
, pp. 104-110
-
-
Bruer, J.T.1
-
8
-
-
57849168086
-
Scientific antecedents of situated cognition
-
Robbins P., Aydede M., (eds), Cambridge, MA: Cambridge University Press
-
W.J.Clancey, (2008). Scientific antecedents of situated cognition. In P.Robbins & M.Aydede (Eds.), Cambridge handbook of situated cognition (pp. 11–34). Cambridge, MA: Cambridge University Press.
-
(2008)
Cambridge handbook of situated cognition
, pp. 11-34
-
-
Clancey, W.J.1
-
9
-
-
0039388067
-
Cognitive and situated learning prespectives in theory and practice
-
P.Cobb,, & J.Bowers, (1999). Cognitive and situated learning prespectives in theory and practice. Educational Researcher, 28(2), 4–15. http://doi.org/10.3102/0013189X028002004
-
(1999)
Educational Researcher
, vol.28
, Issue.2
, pp. 4-15
-
-
Cobb, P.1
Bowers, J.2
-
10
-
-
61149696245
-
Cognitive and situative theories of learning and instruction
-
Nadel L., (ed), UK: Nature
-
S.J.Derry,, & C.A.Steinkuehler, (2003). Cognitive and situative theories of learning and instruction. In L.Nadel (Ed.), Encyclopedia of cognitive science (pp. 800–805). London, UK: Nature.
-
(2003)
Encyclopedia of cognitive science
, pp. 800-805
-
-
Derry, S.J.1
Steinkuehler, C.A.2
-
11
-
-
84455175167
-
Towards an epistemology of physics
-
A.A.diSessa, (1993). Towards an epistemology of physics. Cognition and Instruction, 10, 105–225.
-
(1993)
Cognition and Instruction
, vol.10
, pp. 105-225
-
-
diSessa, A.A.1
-
12
-
-
38049171927
-
A history of conceptual change research: Threads and fault lines
-
Sawyer R.K., (ed), Cambridge, UK: Cambridge University Press
-
A.A.diSessa, (2006). A history of conceptual change research: Threads and fault lines. In R.K.Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 265–281). Cambridge, UK: Cambridge University Press.
-
(2006)
The Cambridge handbook of the learning sciences
, pp. 265-281
-
-
diSessa, A.A.1
-
13
-
-
0004023060
-
-
Cambridge, UK: Cambridge University Press
-
Y.Engeström,, R.Miettinen,, & R.-L.Punamäki, (1999). Perspectives on activity theory. Cambridge, UK: Cambridge University Press.
-
(1999)
Perspectives on activity theory
-
-
Engeström, Y.1
Miettinen, R.2
Punamäki, R.-L.3
-
15
-
-
32644432690
-
The complex systems see-change in education
-
R.L.Goldstone, (2006). The complex systems see-change in education. The Journal of the Learning Sciences, 15(1), 35–43. http://doi.org/10.1207/s15327809jls1501_5
-
(2006)
The Journal of the Learning Sciences
, vol.15
, Issue.1
, pp. 35-43
-
-
Goldstone, R.L.1
-
16
-
-
79952167333
-
On claims that answer the wrong questions
-
J.G.Greeno, (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5–17. http://doi.org/10.3102/0013189X026001005
-
(1997)
Educational Researcher
, vol.26
, Issue.1
, pp. 5-17
-
-
Greeno, J.G.1
-
19
-
-
84937921773
-
Learning environments as emergent phenomena: Theoretical and methodological implications of complexity
-
Jonassen D., Land S., (eds), 2nd, New York, NY: Routledge
-
M.J.Jacobson,, & M.Kapur, (2012). Learning environments as emergent phenomena: Theoretical and methodological implications of complexity. In D.Jonassen & S.Land (Eds.), Theoretical foundations of learning environments (2nd ed., pp. 303–334). New York, NY: Routledge.
-
(2012)
Theoretical foundations of learning environments
, pp. 303-334
-
-
Jacobson, M.J.1
Kapur, M.2
-
20
-
-
32644453818
-
Complex systems in education: Scientific and educational importance and implications for the learning sciences
-
M.J.Jacobson,, & U.Wilensky, (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. The Journal of the Learning Sciences, 15(1), 11–34. http://doi.org/10.1207/s15327809jls1501_4
-
(2006)
The Journal of the Learning Sciences
, vol.15
, Issue.1
, pp. 11-34
-
-
Jacobson, M.J.1
Wilensky, U.2
-
21
-
-
79952191369
-
Emergence of learning in computer-supported, large-scale collective dynamics: A research agenda
-
New Brunswick, NJ: Rutgers University
-
M.Kapur,, D.Hung,, M.J.Jacobson,, J.Voiklis,, & C.D.T.Victor, (2007). Emergence of learning in computer-supported, large-scale collective dynamics: A research agenda. In Computer supported collaborative learning conference. New Brunswick, NJ: Rutgers University.
-
(2007)
Computer supported collaborative learning conference
-
-
Kapur, M.1
Hung, D.2
Jacobson, M.J.3
Voiklis, J.4
Victor, C.D.T.5
-
22
-
-
84969250699
-
Problem solving seen through the lens of complex evolutionary activity: A novel theoretical and analytical framework for analyzing problem-solving processes
-
Bara B.G., Barsalou L., Bucciarelli M., (eds), Mahwah, NJ: Erlbaum
-
M.Kapur,, J.Voiklis,, & C.K.Kinzer, (2005). Problem solving seen through the lens of complex evolutionary activity: A novel theoretical and analytical framework for analyzing problem-solving processes. In B.G.Bara, L.Barsalou, & M.Bucciarelli (Eds.), Proceedings of the cognitive science conference (pp. 1096–1101). Mahwah, NJ: Erlbaum.
-
(2005)
Proceedings of the cognitive science conference
, pp. 1096-1101
-
-
Kapur, M.1
Voiklis, J.2
Kinzer, C.K.3
-
23
-
-
43549084135
-
Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups
-
M.Kapur,, J.Voiklis,, & C.K.Kinzer, (2008). Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups. Computers and Education, 51, 54–66. http://doi.org/10.1016/j.compedu.2007.04.007
-
(2008)
Computers and Education
, vol.51
, pp. 54-66
-
-
Kapur, M.1
Voiklis, J.2
Kinzer, C.K.3
-
25
-
-
79954418425
-
Emergence in cognitive science
-
J.L.McClelland, (2010). Emergence in cognitive science. Topics in Cognitive Science, 2, 751–770. http://doi.org/10.1111/j.1756-8765.2010.01116.x
-
(2010)
Topics in Cognitive Science
, vol.2
, pp. 751-770
-
-
McClelland, J.L.1
-
29
-
-
0033474702
-
The emergence of creativity
-
R.K.Sawyer, (1999). The emergence of creativity. Philosophical Psychology, 12, 447–469.
-
(1999)
Philosophical Psychology
, vol.12
, pp. 447-469
-
-
Sawyer, R.K.1
-
30
-
-
2542638686
-
The mechanisms of emergence
-
R.K.Sawyer, (2004). The mechanisms of emergence. Philosophy of the Social Sciences, 34, 260–282. http://doi.org/10.1177/0048393103262553
-
(2004)
Philosophy of the Social Sciences
, vol.34
, pp. 260-282
-
-
Sawyer, R.K.1
-
31
-
-
52349111896
-
Can there be a science of complex systems?
-
Bar-Yam Y., (ed), Cambridge, MA: Perseus Books
-
H.A.Simon, (1999). Can there be a science of complex systems? In Y.Bar-Yam (Ed.), Unifying themes in complex systems (pp. 3–14). Cambridge, MA: Perseus Books.
-
(1999)
Unifying themes in complex systems
, pp. 3-14
-
-
Simon, H.A.1
-
32
-
-
84942939389
-
Introduction: The relevance of the situative perspective in educational psychology
-
J.C.Turner,, & S.B.Nolen, (2015). Introduction: The relevance of the situative perspective in educational psychology. Educational Psychologist, 50, 167–172. http://doi.org/10.1080/00461520.2015.1075404
-
(2015)
Educational Psychologist
, vol.50
, pp. 167-172
-
-
Turner, J.C.1
Nolen, S.B.2
-
33
-
-
0002201229
-
Situated action: A symbolic interpretation
-
A.H.Vera,, & H.A.Simon, (1993). Situated action: A symbolic interpretation. Cognitive Science, 17, 7–48. http://doi.org/10.1207/s15516709cog1701_2
-
(1993)
Cognitive Science
, vol.17
, pp. 7-48
-
-
Vera, A.H.1
Simon, H.A.2
|