this work references cited by second hopReferences
- 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
- 2007Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)2,636 cited
- 1994Eliciting self-explanations improves understanding,2,114 cited
- 1998A Time For Telling1,036 cited
- 2009Constructivist instruction : success or failure?539 cited
- 2011Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.465 cited
- 2013Learning Through Case Comparisons: A Meta-Analytic Review322 cited
- 2002Microgenetic studies of self-explanation298 cited
- 2012Productive failure in learning the concept of variance233 cited
- 1988Toward a Theory of Impasse-Driven Learning206 cited
- 2012Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning195 cited
- 2009Microdevelopment: Transition Processes in Development and Learning179 cited
- 2013The impact of guidance during problem-solving prior to instruction on students’ inventions and learning outcomes142 cited
- 2007Handling complexity in learning environments : theory and research124 cited
Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work