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Effects of Direct and Indirect Instruction on Fostering Decision-Making Competence in Socioscientific Issues
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Effects of Direct and Indirect Instruction on Fostering Decision-Making Competence in Socioscientific Issues (2011)Effects of Direct and Indirect Instructio…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Metacognition and learning: conceptual and methodological considerations (2006)Metacognition and learning: c…Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment (2005)Effects of Problem-Based Lear…The Equivalence of Learning Paths in Early Science Instruction (2004)The Equivalence of Learning P…Problem-Based Learning: What and How Do Students Learn? (2004)Problem-Based Learning: What …Qualitative Inhaltsanalyse : Grundlagen und Techniken (2003)Qualitative Inhaltsanalyse : …Supporting and Promoting Argumentation Discourse in Science Education (2002)Supporting and Promoting Argu…Cognitive load theory: implications of cognitive load theory on the design of learning (2002)Cognitive load theory: implic…Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues (2001)Scientific literacy for citiz…Metacognitive Development (2000)Metacognitive DevelopmentEstablishing the norms of scientific argumentation in classrooms (2000)Establishing the norms of sci…The Adaptive Decision Maker (1994)The Adaptive Decision MakerCognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…The Adaptive Decision Maker (1993)The Adaptive Decision MakerThe Skills of Argument (1991)The Skills of ArgumentScience for all Americans (1990)Science for all AmericansThe magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)The consequences of modernity (1990)Enhancing the quality of argumentation in school science (2004)Informal reasoning regarding socioscientific issues: A critical review of research (2004)TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Self-Efficacy: The Exercise of Control (1999)Overview of Problem-based Learning: Definitions and Distinctions (2006)Implications for educational practice of the science of learning and development (2019)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. (1990)Handbook of reading research (1991)Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008)How can primary school students learn self-regulated learning strategies most effectively? (2008)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Benchmarks for Science Literacy (2013)A conceptual framework for integrated STEM education (2016)The Use of Qualitative Content Analysis in Case Study Research (2008)Facebook and Online Privacy: Attitudes, Behaviors, and Unintended Consequences (2009)Qualitative Inhaltsanalyse (2010)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)Getting a life: The emergence of the life story in adolescence. (2000)Handbook of Self-Regulation of Learning and Performance (2017)Marketing in Hypermedia Computer-Mediated Environments: Conceptual Foundations (1996)Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model (2000)Construal-level theory of psychological distance. (2010)Risk as feelings. (2001)
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References

  • 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
  • 2003Qualitative Inhaltsanalyse : Grundlagen und Techniken6,562 cited
  • 2004Problem-Based Learning: What and How Do Students Learn?5,247 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,815 cited
  • 1993The Adaptive Decision Maker3,507 cited
  • 1994The Adaptive Decision Maker3,310 cited
  • 2000Establishing the norms of scientific argumentation in classrooms2,328 cited
  • 1991The Skills of Argument2,094 cited
  • 2006Metacognition and learning: conceptual and methodological considerations2,022 cited
  • 1990Science for all Americans1,840 cited
  • 2002Supporting and Promoting Argumentation Discourse in Science Education1,162 cited
  • 2004The Equivalence of Learning Paths in Early Science Instruction919 cited
  • 2002Cognitive load theory: implications of cognitive load theory on the design of learning916 cited
  • 2005Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment916 cited
  • 2001Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues

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  • 2000Metacognitive Development776 cited
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