-
1
-
-
84964949783
-
-
Washington, DC: National Academy Press
-
Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
-
(1999)
How People Learn: Brain, Mind, Experience, and School
-
-
Bransford, J.D.1
Brown, A.L.2
Cocking, R.R.3
-
4
-
-
84963159824
-
An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing
-
Bereiter, C., & Scardamalia, M. (1987b). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17, 9-30.
-
(1987)
Curriculum Inquiry
, vol.17
, pp. 9-30
-
-
Bereiter, C.1
Scardamalia, M.2
-
6
-
-
0001151092
-
Communities of learning and thinking, or a context by any other name
-
Brown, A.L., & Campione, J.C. (1990). Communities of learning and thinking, or a context by any other name. Contributions to Human Development, 21, 108-126.
-
(1990)
Contributions to Human Development
, vol.21
, pp. 108-126
-
-
Brown, A.L.1
Campione, J.C.2
-
7
-
-
0002996079
-
Psychological theory and the design of innovative learning environments: On procedures, principles, and systems
-
L. Schauble & R. Glaser (Eds.), Mahwah, NJ: Lawrence Erlbaum
-
Brown, A.L., & Campione, J.C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Lawrence Erlbaum.
-
(1996)
Innovations in Learning: New Environments for Education
, pp. 289-325
-
-
Brown, A.L.1
Campione, J.C.2
-
8
-
-
0003165296
-
Knowledge building as a mediator of conflict in conceptual change
-
Chan, C.K.K., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40.
-
(1997)
Cognition and Instruction
, vol.15
, pp. 1-40
-
-
Chan, C.K.K.1
Burtis, J.2
Bereiter, C.3
-
9
-
-
27644541864
-
Learning, assessment, and collaboration in computer-supported environments
-
J.-W. Strijbos, P.A. Kirschner, and R. Martens (Eds.), Dordrecht, The Netherlands: Kluwer Academic
-
Chan, C.K.K., & van Aalst, J. (2004). Learning, assessment, and collaboration in computer-supported environments. In J.-W. Strijbos, P.A. Kirschner, and R. Martens (Eds.), What we know about CSCL: And implementing it in higher education (pp. 87-112). Dordrecht, The Netherlands: Kluwer Academic.
-
(2004)
What We Know about CSCL: And Implementing It in Higher Education
, pp. 87-112
-
-
Chan, C.K.K.1
Van Aalst, J.2
-
10
-
-
57449093877
-
The Jasper series: A generative approach to mathematical thinking
-
K. Sheingold, L.G. Roberts, & S.M. Malcolm (Eds.), Washington, DC: American Association for the Advancement of the Sciences
-
Cognition and Technology Group at Vanderbilt. (1992). The Jasper series: A generative approach to mathematical thinking. In K. Sheingold, L.G. Roberts, & S.M. Malcolm (Eds.), This year in science series 1991: Technology for teaching and learning (pp. 108-140). Washington, DC: American Association for the Advancement of the Sciences.
-
(1992)
This Year in Science Series 1991: Technology for Teaching and Learning
, pp. 108-140
-
-
-
11
-
-
1042291408
-
Design research: Theoretical and methodological issues
-
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13, 15-42.
-
(2004)
Journal of the Learning Sciences
, vol.13
, pp. 15-42
-
-
Collins, A.1
Joseph, D.2
Bielaczyc, K.3
-
13
-
-
84993683936
-
Design-based research: An emerging paradigm for educational inquiry
-
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32, 5-8.
-
(2003)
Educational Researcher
, vol.32
, pp. 5-8
-
-
-
14
-
-
0030126389
-
The collaborator notebook: Support for collaborative inquiry
-
Edelson, D.C., Pea, R.D., & Gomez, L.M. (1996). The collaborator notebook: Support for collaborative inquiry. Communications of the ACM, 39, 32-33.
-
(1996)
Communications of the ACM
, vol.39
, pp. 32-33
-
-
Edelson, D.C.1
Pea, R.D.2
Gomez, L.M.3
-
15
-
-
0033442813
-
Addressing the challenges of inquiry-based learning through technology and curriculum design
-
Edelson, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), 391-450.
-
(1999)
Journal of the Learning Sciences
, vol.8
, Issue.3-4
, pp. 391-450
-
-
Edelson, D.C.1
Gordin, D.N.2
Pea, R.D.3
-
17
-
-
21844508597
-
Making the invisible visible: A teaching/learning environment that builds on a new view of the physics learner
-
Goldberg, F., & Bendall, S. (1995). Making the invisible visible: A teaching/learning environment that builds on a new view of the physics learner. American Journal of Physics, 63, 978-991.
-
(1995)
American Journal of Physics
, vol.63
, pp. 978-991
-
-
Goldberg, F.1
Bendall, S.2
-
18
-
-
84987198629
-
Some long-term effects of uninformed conceptual change
-
Gunstone, R.F., Gray, C.M.R., & Searle, P. (1992). Some long-term effects of uninformed conceptual change. Science Education, 76(2), 175-197.
-
(1992)
Science Education
, vol.76
, Issue.2
, pp. 175-197
-
-
Gunstone, R.F.1
Gray, C.M.R.2
Searle, P.3
-
19
-
-
0032330948
-
Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
-
Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64-74.
-
(1998)
American Journal of Physics
, vol.66
, pp. 64-74
-
-
Hake, R.R.1
-
20
-
-
0037571607
-
Epistemology of inquiry and computer-supported collaborative learning
-
T. Koschmann, R. Hall, & N. Miyake (Eds.), Mahwah, NJ: Lawrence Erlbaum
-
Hakkarainen, K., Lipponen, L. & Jarvela, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 11-41). Mahwah, NJ: Lawrence Erlbaum.
-
(2002)
CSCL 2: Carrying Forward the Conversation
, pp. 11-41
-
-
Hakkarainen, K.1
Lipponen, L.2
Jarvela, S.3
-
21
-
-
85011507927
-
The intellectual work of change
-
New York, NY: John Wiley
-
Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). The intellectual work of change. In Learning to change: Teaching beyond subjects and standards (pp. 115-135). New York, NY: John Wiley.
-
(2001)
Learning to Change: Teaching beyond Subjects and Standards
, pp. 115-135
-
-
Hargreaves, A.1
Earl, L.2
Moore, S.3
Manning, S.4
-
22
-
-
0003257464
-
Laboratory work as scientific method: Three decades of confusion and distortion
-
Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28, 115-135.
-
(1996)
Journal of Curriculum Studies
, vol.28
, pp. 115-135
-
-
Hodson, D.1
-
25
-
-
33746117195
-
Students assessing their own collaborative knowledge building
-
Lee, E.Y.C., Chan, C.K.K., & van Aalst, J. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, I, 277-307.
-
(2006)
International Journal of Computer-Supported Collaborative Learning, I
, pp. 277-307
-
-
Lee, E.Y.C.1
Chan, C.K.K.2
Van Aalst, J.3
-
27
-
-
0003426385
-
-
Mahwah, NJ: Lawrence Erlbaum
-
Linn, M.C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum.
-
(2000)
Computers, Teachers, Peers: Science Learning Partners
-
-
Linn, M.C.1
Hsi, S.2
-
28
-
-
0004184917
-
-
Cambridge, MA: Harvard University Press
-
Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
-
(1979)
Learning Lessons
-
-
Mehan, H.1
-
29
-
-
0003608696
-
-
Washington, DC: National Academic Press
-
National Research Council. (1996). National science education standards. Washington, DC: National Academic Press.
-
(1996)
National Science Education Standards
-
-
-
30
-
-
0035611543
-
Knowing when you’ve brought them in: Scientiiic genre knowledge and communities of practice
-
O’Neill, D.K. (2001). Knowing when you’ve brought them in: Scientiiic genre knowledge and communities of practice. Journal of the Learning Sciences, 10, 223-264.
-
(2001)
Journal of the Learning Sciences
, vol.10
, pp. 223-264
-
-
O’Neill, D.K.1
-
31
-
-
21344436996
-
Collaborative learning processes associated with high and low conceptual progress
-
Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24, 125-155.
-
(1996)
Instructional Science
, vol.24
, pp. 125-155
-
-
Oshima, J.1
Scardamalia, M.2
Bereiter, C.3
-
32
-
-
84963428932
-
Reciprocal teaching of comprehension-fostering and comprehension-monitoring strategies
-
Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring strategies. Cognition and Instruction, 1, 117-175.
-
(1984)
Cognition and Instruction
, vol.1
, pp. 117-175
-
-
Palincsar, A.S.1
Brown, A.L.2
-
36
-
-
0347490472
-
Collective cognitive responsibility for the advancement of knowledge
-
B. Smith (Ed.), Chicago, IL: Open Court
-
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court.
-
(2002)
Liberal Education in a Knowledge Society
, pp. 67-98
-
-
Scardamalia, M.1
-
37
-
-
84948872745
-
Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media
-
Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, I, 38-68.
-
(1991)
Journal of the Learning Sciences, I
, pp. 38-68
-
-
Scardamalia, M.1
Bereiter, C.2
-
38
-
-
0001844120
-
The CSILE project: Trying to bring the classroom into World 3
-
K. McGilly (Ed.), Cambridge, MA: MIT Press
-
Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201-228). Cambridge, MA: MIT Press.
-
(1994)
Classroom Lessons: Integrating Cognitive Theory and Classroom Practice
, pp. 201-228
-
-
Scardamalia, M.1
Bereiter, C.2
Lamon, M.3
-
39
-
-
0002165174
-
Computer supported intentional learning environments
-
Scardamalia, M., Bereiter, C., McLean, R.S., Swallow, J., & Woodruff, E. (1989). Computer supported intentional learning environments. Journal of Educational Computing Research, 5, 51-68.
-
(1989)
Journal of Educational Computing Research
, vol.5
, pp. 51-68
-
-
Scardamalia, M.1
Bereiter, C.2
McLean, R.S.3
Swallow, J.4
Woodruff, E.5
-
40
-
-
0000909644
-
Students’ understanding of the objectives and procedures of experimentation in the science classroom
-
Schauble, L., Glaser, R., Duschl, R.A., Schultze, S., & John, J. (1995). Students’ understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences, 4, 131-166.
-
(1995)
Journal of the Learning Sciences
, vol.4
, pp. 131-166
-
-
Schauble, L.1
Glaser, R.2
Duschl, R.A.3
Schultze, S.4
John, J.5
-
41
-
-
3042827902
-
On two metaphors for learning and the dangers of choosing one
-
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing one. Educational Researcher, 27, 4-13.
-
(1998)
Educational Researcher
, vol.27
, pp. 4-13
-
-
Sfard, A.1
-
42
-
-
84993729340
-
The role of assessment in a learning culture
-
Shepard, L.E. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 1-14.
-
(2000)
Educational Researcher
, vol.29
, Issue.7
, pp. 1-14
-
-
Shepard, L.E.1
-
43
-
-
0000010707
-
Learning motion concepts using real-time microcomputer-based laboratory tools
-
Thornton, R.K., & Sokoloff, D. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics, 58, 858-867.
-
(1990)
American Journal of Physics
, vol.58
, pp. 858-867
-
-
Thornton, R.K.1
Sokoloff, D.2
-
44
-
-
33644983115
-
Rethinking the nature of online work in asynchronous learning networks
-
van Aalst, J. (2006). Rethinking the nature of online work in asynchronous learning networks. British Journal of Educational Technology, 37, 279-288.
-
(2006)
British Journal of Educational Technology
, vol.37
, pp. 279-288
-
-
Van Aalst, J.1
-
45
-
-
33746114557
-
Activity theory as a framework for analyzing knowledge building
-
van Aalst, J., & Hill, C.M. (2006). Activity theory as a framework for analyzing knowledge building. Learning Environments Research, 9, 23-44.
-
(2006)
Learning Environments Research
, vol.9
, pp. 23-44
-
-
Van Aalst, J.1
Hill, C.M.2
-
47
-
-
0001984805
-
Inquiry, modeling, and metacognition: Making science accessible to all students
-
White, B.Y., & Fredericksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3-118.
-
(1998)
Cognition and Instruction
, vol.16
, pp. 3-118
-
-
White, B.Y.1
Fredericksen, J.2
|