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Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development
16 references·16 citing·38 second hopsampled
Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development (1999)Enabling Students to Construct Theories o…Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms (2026)Metacognition, Executive Cont…Guided, Cooperative Learning and Individual Knowledge Acquisition (2018)Guided, Cooperative Learning …Society of Mind (2012)Society of MindRADICAL CONSTRUCTIVISM (2010)RADICAL CONSTRUCTIVISMConstructing scientific knowledge in the classroom (2010)Constructing scientific knowl…SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING (1998)SOCIAL CONSTRUCTIVIST PERSPEC…Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Inquiry, Modeling, and Metaco…Computer Support for Knowledge-Building Communities (1994)Computer Support for Knowledg…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Developing theories of mind (1989)Developing theories of mindA social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Cognitive Science and Mathematics Education (1987)Cognitive Science and Mathema…Cooperative Learning: Theory, Research and Practice (1983)Cooperative Learning: Theory,…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…How We Think (1910)How We ThinkGender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong (2020)Gender stereotyping and STEM …Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review (2015)Identifying potential types o…Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment (2015)Exploring the Impacts of Cogn…Kindergarten Social Assistive Robot (KindSAR) for children’s geometric thinking and metacognitive development in preschool education: A pilot study (2014)Kindergarten Social Assistive…Kindergarten social assistive robot: First meeting and ethical issues (2013)Kindergarten social assistive…Shallow strategy development in a teachable agent environment designed to support self-regulated learning (2012)Shallow strategy development …Software scaffolds to promote regulation during scientific inquiry learning (2007)Software scaffolds to promote…Issues in computer supported inquiry learning in science (2007)Issues in computer supported …Students assessing their own collaborative knowledge building (2006)Students assessing their own …The relation between prior knowledge and students' collaborative discovery learning processes (2005)The relation between prior kn…The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis With Recommendations for Policy. (2005)The Effects of Technology on …Roles for software technologies in advancing research and theory in educational psychology (2005)Roles for software technologi…Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study (2005)Pedagogical Content Knowledge…Students’ reasoning during modeling in an inquiry learning environment (2004)Students’ reasoning during mo…Student goal orientation in learning inquiry skills with modifiable software advisors (2002)Student goal orientation in l…Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents (2002)Expanding preservice teachers…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)The Process of Education (1960)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)Design-based research and technology-enhanced learning environments (2005)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)Identity and the life cycle (1959)Generalized expectancies for internal versus external control of reinforcement. (1966)Learned helplessness in humans: Critique and reformulation. (1978)Perceived Self-Efficacy in Cognitive Development and Functioning (1993)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Evolution and Cognition (2001)Preparing Culturally Responsive Teachers (2002)What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community (2003)The psychological sense of school membership among adolescents: Scale development and educational correlates (1993)Problem Based Learning: An instructional model and its constructivist framework (1995)Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. (1995)Mirror neurons and the simulation theory of mind-reading (1998)Individual Differences in Inhibitory Control and Children's Theory of Mind (2001)Cognitive Load During Problem Solving: Effects on Learning (1988)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)The Role of Goal Orientation in Self-Regulated Learning (2000)Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance (2007)Implications for educational practice of the science of learning and development (2019)The Dialogical Self: Toward a Theory of Personal and Cultural Positioning (2001)Designing Sociable Robots (2002)Media, Tasks, and Communication Processes: A Theory of Media Synchronicity1 (2008)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 1910How We Think6,764 cited
  • 1983Cooperative Learning: Theory, Research and Practice3,770 cited
  • 2012Society of Mind2,562 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1994Computer Support for Knowledge-Building Communities2,164 cited
  • 2010RADICAL CONSTRUCTIVISM2,078 cited
  • 1989Developing theories of mind1,749 cited
  • 2026Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms1,568 cited
  • 1998SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING1,565 cited
  • 1998Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students1,393 cited
  • 2010Constructing scientific knowledge in the classroom1,208 cited
  • 2018Guided, Cooperative Learning and Individual Knowledge Acquisition1,098 cited
  • 1987

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Cognitive Science and Mathematics Education
959 cited

Cited by

  • 2007Issues in computer supported inquiry learning in science192 cited
  • 2015Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review170 cited
  • 2005The relation between prior knowledge and students' collaborative discovery learning processes157 cited
  • 2002Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents134 cited
  • 2006Students assessing their own collaborative knowledge building128 cited
  • 2014Kindergarten Social Assistive Robot (KindSAR) for children’s geometric thinking and metacognitive development in preschool education: A pilot study115 cited
  • 2007Software scaffolds to promote regulation during scientific inquiry learning106 cited
  • 2004Students’ reasoning during modeling in an inquiry learning environment97 cited
  • 2005Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study85 cited
  • 2013Kindergarten social assistive robot: First meeting and ethical issues77 cited
  • 2005The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis With Recommendations for Policy.74 cited
  • 2005Roles for software technologies in advancing research and theory in educational psychology71 cited
  • 2015Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment67 cited
  • 2020Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong61 cited
  • 2002Student goal orientation in learning inquiry skills with modifiable software advisors61 cited
  • 2012Shallow strategy development in a teachable agent environment designed to support self-regulated learning53 cited