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Concept Sketches – Using Student- and Instructor-generated, Annotated Sketches for Learning, Teaching, and Assessment in Geology Courses
15 references·1 citing·41 second hop
Concept Sketches – Using Student- and Instructor-generated, Annotated Sketches for Learning, Teaching, and Assessment in Geology Courses (2005)Concept Sketches – Using Student- and Ins…The effects of self-explaining when learning with text or diagrams (2003)The effects of self-explainin…Cognitive Load Theory and Instructional Design: Recent Developments (2003)Cognitive Load Theory and Ins…Why Students May not Learn to Interpret Scientific Inscriptions (2002)Why Students May not Learn to…Lessons from the Physics Education Reform Effort (2002)Lessons from the Physics Educ…Representation construction, externalised cognition and individual differences (1999)Representation construction, …Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics (1999)Effects of student-generated …Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Interactive-engagement versus…When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. (1996)When less is more: Meaningful…Science Teaching and Development Of Thinking (1994)Science Teaching and Developm…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…The Transition (1993)The TransitionThey’re Not Dumb, They’re Different: Stalking the Second Tier (1991)They’re Not Dumb, They’re Dif…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Toward a modeling theory of physics instruction (1987)Toward a modeling theory of p…The Development of Thought: Equilibration of Cognitive Structures (1978)The Development of Thought: E…How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science (2009)How can Teachers Help Student…The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992)Peer Instruction: Ten years of experience and results (2001)Does Active Learning Work? A Review of the Research (2004)Active learning increases student performance in science, engineering, and mathematics (2014)The Structure of Scientific Revolutions (1963)Expert and Novice Performance in Solving Physics Problems (1980)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Modeling games in the Newtonian World (1992)How Students Understand Physics Equations (2001)The Curious Construct of Active Learning (2021)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Mental Representations: A Dual Coding Approach (1986)Dual coding theory and education (1991)The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. (1997)Evolution of human cognitive architecture (2003)Examining the literacy component of science literacy: 25 years of language arts and science research (2003)Working Memory (1974)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Actual Minds, Possible Worlds (1986)Learning from text with diagrams: Promoting mental model development and inference generation. (2006)The Multimedia Principle (2014)The Self-Explanation Principle in Multimedia Learning (2014)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Learning-for-use: A framework for the design of technology-supported inquiry activities (2001)The Bscs 5e Instructional Model Origins Effectiveness And Applications (2006)Pedagogies of engagement in science (2008)Prevention of depressive symptoms in school children (1994)Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning (2021)From Data Management to Actionable Findings: A Five-Phase Process of Qualitative Data Analysis (2023)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Interactive Multimodal Learning Environments (2007)Focus on Formative Feedback (2008)Overview of Problem-based Learning: Definitions and Distinctions (2006)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Implications for educational practice of the science of learning and development (2019)
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References

  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 2003Cognitive Load Theory and Instructional Design: Recent Developments3,025 cited
  • 1993The Transition2,498 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 1978The Development of Thought: Equilibration of Cognitive Structures1,259 cited
  • 1987Toward a modeling theory of physics instruction580 cited
  • 1994Science Teaching and Development Of Thinking534 cited
  • 1996When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.504 cited
  • 2003The effects of self-explaining when learning with text or diagrams390 cited
  • 1991They’re Not Dumb, They’re Different: Stalking the Second Tier383 cited
  • 1999Representation construction, externalised cognition and individual differences348 cited
  • 1999Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics288 cited
  • 2002Lessons from the Physics Education Reform Effort176 cited

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Why Students May not Learn to Interpret Scientific Inscriptions
95 cited

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  • 2009How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science63 cited