-
1
-
-
0032283252
-
Doing with understanding: Lessons from research on problem- and project-based learning
-
Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., & the Cognition and Technology Group at Vanderbilt. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7, 271-312.
-
(1998)
Journal of the Learning Sciences
, vol.7
, pp. 271-312
-
-
Barron, B.J.1
Schwartz, D.L.2
Vye, N.J.3
Moore, A.4
Petrosino, A.5
Zech, L.6
Bransford, J.D.7
-
2
-
-
22544459759
-
Combining mathematical and everyday models of electricity
-
M. G. Shafto & P. Langley (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates
-
Biswas, G., Schwartz, D., Brophy, S., Bhuva, B., Balac, T., & Bransford, J. (1997). Combining mathematical and everyday models of electricity. In M. G. Shafto & P. Langley (Eds.), Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates.
-
(1997)
Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society
-
-
Biswas, G.1
Schwartz, D.2
Brophy, S.3
Bhuva, B.4
Balac, T.5
Bransford, J.6
-
3
-
-
0007254445
-
Approaches to dynamic assessment: Issues, data, and future directions
-
C. Lidz (Ed.), New York: Guilford Press
-
Bransford, J. D., Delclos, V., Vye, N., Burns, S., & Hasselbring, T. (1987). Approaches to dynamic assessment: Issues, data, and future directions. In C. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potentials (pp. 479-495). New York: Guilford Press.
-
(1987)
Dynamic assessment: An interactional approach to evaluating learning potentials
, pp. 479-495
-
-
Bransford, J.D.1
Delclos, V.2
Vye, N.3
Burns, S.4
Hasselbring, T.5
-
4
-
-
0002502873
-
New approaches to instruction: Because wisdom can't be told
-
S. Vosdiadou & A. Ortony (Eds.), New York: Cambridge University Press
-
Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1989). New approaches to instruction: Because wisdom can't be told. In S. Vosdiadou & A. Ortony (Eds.), Similarity and analogical reasoning. New York: Cambridge University Press.
-
(1989)
Similarity and analogical reasoning
-
-
Bransford, J.D.1
Franks, J.J.2
Vye, N.J.3
Sherwood, R.D.4
-
5
-
-
0009958410
-
Coming to understand things we could not previously understand
-
J. F. Kavanagh & W. Strange (Eds.), Cambridge, MA: MIT Press
-
Bransford, J. D., & Nitsch, K. E. (1978). Coming to understand things we could not previously understand. In J. F. Kavanagh & W. Strange (Eds.), Speech and language in the laboratory, school, and clinic (pp. 267-307). Cambridge, MA: MIT Press.
-
(1978)
Speech and language in the laboratory, school, and clinic
, pp. 267-307
-
-
Bransford, J.D.1
Nitsch, K.E.2
-
6
-
-
0002213688
-
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 (Vol. 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
-
8
-
-
85032445966
-
Interactive analogies
-
A. Bruckman, M. Guzdial, J. Kolodner, & A. Ram (Eds.), Charolttesville, VA: Association for the Advancement of Computing in Education
-
Brophy, S. P., & Schwartz, D. L. (1998). Interactive analogies. In A. Bruckman, M. Guzdial, J. Kolodner, & A. Ram (Eds.), Proceedings of the International Conference of the Learning Sciences (pp. 56-62). Charolttesville, VA: Association for the Advancement of Computing in Education.
-
(1998)
Proceedings of the International Conference of the Learning Sciences
, pp. 56-62
-
-
Brophy, S.P.1
Schwartz, D.L.2
-
10
-
-
0001604849
-
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, 18, 439-477.
-
(1981)
Cognitive Science
, vol.18
, pp. 439-477
-
-
Chi, M.T.H.1
Feltovich, P.J.2
Glaser, R.3
-
13
-
-
0028305270
-
Constructing naive theories of motion on the fly
-
Cooke, N. J., & Breedin, S. D. (1994). Constructing naive theories of motion on the fly. Memory and Cognition, 22, 474-493.
-
(1994)
Memory and Cognition
, vol.22
, pp. 474-493
-
-
Cooke, N.J.1
Breedin, S.D.2
-
14
-
-
84455175167
-
Toward an epistemology of physics
-
diSessa, A. A. (1993). Toward an epistemology of physics. Cognition & Instruction, 10, 105-225.
-
(1993)
Cognition & Instruction
, vol.10
, pp. 105-225
-
-
diSessa, A.A.1
-
15
-
-
0003531926
-
-
Baltimore, MD: University Park Press
-
Feurestein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore, MD: University Park Press.
-
(1979)
The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques
-
-
Feurestein, R.1
-
16
-
-
0001257472
-
Student conceptions of simple circuits
-
Fredette, N., & Lochhead, J. (1980). Student conceptions of simple circuits. Physics Teacher, 18, 194-198.
-
(1980)
Physics Teacher
, vol.18
, pp. 194-198
-
-
Fredette, N.1
Lochhead, J.2
-
17
-
-
0002095840
-
Flowing waters or teeming crowds: Mental models of electricity
-
D. Gentner & A. L. Stevens (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
-
Gentner, D., & Gentner, D. (1983). Flowing waters or teeming crowds: Mental models of electricity. In D. Gentner & A. L. Stevens (Eds.), Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1983)
Mental models
-
-
Gentner, D.1
Gentner, D.2
-
18
-
-
0000024857
-
Prospects for scientific visualization as an educational technology
-
Gordin, D. N., & Pea, R. D. (1995). Prospects for scientific visualization as an educational technology. Journal of the Learning Sciences, 4, 249-279.
-
(1995)
Journal of the Learning Sciences
, vol.4
, pp. 249-279
-
-
Gordin, D.N.1
Pea, R.D.2
-
19
-
-
0001024491
-
Can preschool children invent addition algorithms?
-
Groen, G., & Resnick, L. B. (1977). Can preschool children invent addition algorithms? Journal of Educational Psychology, 69, 645-652.
-
(1977)
Journal of Educational Psychology
, vol.69
, pp. 645-652
-
-
Groen, G.1
Resnick, L.B.2
-
20
-
-
33947199278
-
The initial knowledge state of college physics students
-
Halloun, I. A., & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53, 1043-1055.
-
(1985)
American Journal of Physics
, vol.53
, pp. 1043-1055
-
-
Halloun, I.A.1
Hestenes, D.2
-
21
-
-
84984005674
-
Variable uses of alternative conceptions: A case study in current electricity
-
Heller, P. M., & Finley, F. N. (1992). Variable uses of alternative conceptions: A case study in current electricity. Journal of Research in Science Teaching, 29, 259-275.
-
(1992)
Journal of Research in Science Teaching
, vol.29
, pp. 259-275
-
-
Heller, P.M.1
Finley, F.N.2
-
22
-
-
0002842256
-
A cognitive approach to the teaching of physics
-
K. McGilly (Ed.), Cambridge, MA: MIT Press
-
Hunt, E., & Minstrell, J. (1994). A cognitive approach to the teaching of physics. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 51-74). Cambridge, MA: MIT Press.
-
(1994)
Classroom lessons: Integrating cognitive theory and classroom practice
, pp. 51-74
-
-
Hunt, E.1
Minstrell, J.2
-
23
-
-
0002448229
-
Reifying implicit planning geometry: Guidelines for model-based intelligent tutoring system design
-
S. Lajoie & S. Derry (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
-
Koedinger, K. R., & Anderson, J. R. (1993). Reifying implicit planning geometry: Guidelines for model-based intelligent tutoring system design. In S. Lajoie & S. Derry (Eds.), Computers as cognitive tools: Technology in education (pp. 15-45). Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1993)
Computers as cognitive tools: Technology in education
, pp. 15-45
-
-
Koedinger, K.R.1
Anderson, J.R.2
-
24
-
-
21144460426
-
Dynamic assessment of proficiency for solving procedural knowledge tasks
-
Lajoie, S. P., & Lesgold, A. M. (1992). Dynamic assessment of proficiency for solving procedural knowledge tasks. Educational Psychologist, 27, 365-384.
-
(1992)
Educational Psychologist
, vol.27
, pp. 365-384
-
-
Lajoie, S.P.1
Lesgold, A.M.2
-
25
-
-
0039483185
-
The DIAGNOSER: A HyperCard tool for building theoretically based tutorials
-
Levidow, B. B., Hunt, E., & McKee, C. (1991). The DIAGNOSER: A HyperCard tool for building theoretically based tutorials. Behavior Research Methods, Instruments, and Computers, 23, 249-252.
-
(1991)
Behavior Research Methods, Instruments, and Computers
, vol.23
, pp. 249-252
-
-
Levidow, B.B.1
Hunt, E.2
McKee, C.3
-
27
-
-
0031542068
-
Dynamic science assessment: A new approach for investigating conceptual change
-
Magnusson, S. J., Templin, M., & Boyle, R. A. (1997). Dynamic science assessment: A new approach for investigating conceptual change. Journal of the Learning Sciences, 6, 91-142.
-
(1997)
Journal of the Learning Sciences
, vol.6
, pp. 91-142
-
-
Magnusson, S.J.1
Templin, M.2
Boyle, R.A.3
-
28
-
-
0000795412
-
-
In D. Gentner & A. L. Stevens (Eds.), Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates
-
McCloskey, M. (1983). Naive theories of motion. In D. Gentner & A. L. Stevens (Eds.), Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1983)
Naive theories of motion
-
-
McCloskey, M.1
-
29
-
-
0032341543
-
Authoring knowledge-based tutors: Tools for content, instructional strategy, student model, and interface design
-
Murray, T. (1998). Authoring knowledge-based tutors: Tools for content, instructional strategy, student model, and interface design. Journal of the Learning Sciences, 7, 5-64.
-
(1998)
Journal of the Learning Sciences
, vol.7
, pp. 5-64
-
-
Murray, T.1
-
32
-
-
0039966991
-
Software for managing complex learning: An example from an educational psychology course
-
Schwartz, D. L., Brophy, S., Lin, X. D., & Bransford, J. D. (1999). Software for managing complex learning: An example from an educational psychology course. Educational Technology Research and Development, 47, 39-59.
-
(1999)
Educational Technology Research and Development
, vol.47
, pp. 39-59
-
-
Schwartz, D.L.1
Brophy, S.2
Lin, X.D.3
Bransford, J.D.4
-
33
-
-
85071087337
-
Towards the development of flexibly adaptive instructional design
-
C. Reigeluth (Ed.), Mahwah, NJ: Lawrence Erlbaum Associates
-
Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Towards the development of flexibly adaptive instructional design. In C. Reigeluth (Ed.), Instructional design theories and models: New paradigms of instructional theory (pp. 183-214). Mahwah, NJ: Lawrence Erlbaum Associates.
-
(1999)
Instructional design theories and models: New paradigms of instructional theory
, pp. 183-214
-
-
Schwartz, D.L.1
Lin, X.2
Brophy, S.3
Bransford, J.D.4
-
34
-
-
0032185262
-
On the role of mathematics in explaining the material world: Mental models for proportional reasoning
-
Schwartz, D. L., & Moore, J. L. (1998). On the role of mathematics in explaining the material world: Mental models for proportional reasoning. Cognitive Science, 22, 471-516.
-
(1998)
Cognitive Science
, vol.22
, pp. 471-516
-
-
Schwartz, D.L.1
Moore, J.L.2
-
35
-
-
26044446892
-
Pupils' understanding of simple electrical circuits
-
Shipstone, D. (1988). Pupils' understanding of simple electrical circuits. Physics Education, 23, 92-96.
-
(1988)
Physics Education
, vol.23
, pp. 92-96
-
-
Shipstone, D.1
-
36
-
-
84963254927
-
Using conceptual models to facilitate conceptual change: The case of weight-density differentiation
-
Smith, C, Snir, J., & Grosslight, L. (1992). Using conceptual models to facilitate conceptual change: The case of weight-density differentiation. Cognition and Instruction, 9, 221-283.
-
(1992)
Cognition and Instruction
, vol.9
, pp. 221-283
-
-
Smith, C.1
Snir, J.2
Grosslight, L.3
-
37
-
-
0000208184
-
Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter
-
D. Nix & R. J. Spiro (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
-
Spiro, R. J., & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1990)
Cognition, education, and multimedia: Exploring ideas in high technology
-
-
Spiro, R.J.1
Jehng, J.C.2
-
38
-
-
0007271258
-
A historical analysis of electrical currents in textbooks: A century of influence on physics education
-
Stocklmayer, S. M., & Treagust, D. F. (1994). A historical analysis of electrical currents in textbooks: A century of influence on physics education. Science and Education, 3, 131-154.
-
(1994)
Science and Education
, vol.3
, pp. 131-154
-
-
Stocklmayer, S.M.1
Treagust, D.F.2
-
39
-
-
0007330904
-
SMART environments that support monitoring, reflection, and revision
-
D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
-
Vye, N. J., Schwartz, D. L., Bransford, J. D., Barron, B. J., Zech, L. and Cognition and Technology Group at Vanderbilt. (1998). SMART environments that support monitoring, reflection, and revision. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 305-346). Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1998)
Metacognition in educational theory and practice
, pp. 305-346
-
-
Vye, N.J.1
Schwartz, D.L.2
Bransford, J.D.3
Barron, B.J.4
Zech, L.5
-
40
-
-
0003605655
-
-
(M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press
-
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
-
(1978)
Mind in society: The development of higher psychological processes
-
-
Vygotsky, L.S.1
-
41
-
-
0001984805
-
Inquiry, modeling, and metacognition: Making science accessible to all students
-
White, B. Y., & Frederiksen, J. R. (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
Frederiksen, J.R.2
-
42
-
-
0039816298
-
Conceptual models of understanding the behavior of electrical circuits
-
M. Caillot (Ed.), New York: Springer-Verlag
-
White, B. Y, Frederiksen, J. R., & Spoehr, K. T. (1993). Conceptual models of understanding the behavior of electrical circuits. In M. Caillot (Ed.), Learning electricity and electronics with advanced technology. New York: Springer-Verlag.
-
(1993)
Learning electricity and electronics with advanced technology
-
-
White, B.Y.1
Frederiksen, J.R.2
Spoehr, K.T.3
|