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Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement
16 references·1 citing·43 second hop
Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement (2012)Relevant prior knowledge moderates the ef…Understanding Expository Text (2017)Understanding Expository TextCognitive Perspectives on Peer Learning (2014)Cognitive Perspectives on Pee…Handbook of Educational Psychology (2013)Handbook of Educational Psych…Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School (2009)Constructivist, Problem-Based…Facilitating Collaborative Knowledge Building (2008)Facilitating Collaborative Kn…Problem-Based Learning: What and How Do Students Learn? (2004)Problem-Based Learning: What …Effects of problem-based learning: a meta-analysis (2003)Effects of problem-based lear…Collaborative learning tasks and the elaboration of conceptual knowledge (2000)Collaborative learning tasks …Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. (1998)Mutual peer tutoring: Effects…Handbook of educational psychology (1997)Handbook of educational psych…Constructive activity and learning in collaborative small groups. (1995)Constructive activity and lea…The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)The Role of Anomalous Data in…Foundations of problem‐based learning: some explanatory notes (1993)Foundations of problem‐based …Peer interaction and learning in small groups (1989)Peer interaction and learning…Learning and study strategies : issues in assessment, instruction, and evaluation (1988)Learning and study strategies…On the cognitive benefits of teaching. (1980)On the cognitive benefits of …Elaboration during problem-based, small group discussion : a new approach to study collaborative learning (2011)Elaboration during problem-ba…The Logic of Scientific Discovery. (1959)Educational Psychology: A Cognitive View (1968)The Suitability of Problem-based Learning for Engineering Education: Theory and practice (2000)Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007)Situational interest and academic achievement in the active-learning classroom (2009)The Construction Of Reality In The Child (2013)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Culture, Communication, and Cognition: Vygotskian Perspectives. (1987)From Sage on the Stage to Guide on the Side (1993)Eliciting self-explanations improves understanding, (1994)The concept of activity in Soviet psychology (2002)Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective (2006)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)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)The Knowledge-Creating Company (1995)The Knowledge-Creating Company (1998)Pedagogies of Engagement: Classroom-Based Practices (2005)Perspectives into learning at the workplace (2008)Democracy and Education (2015)Variables associated with achievement in higher education: A systematic review of meta-analyses. (2017)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)A social-cognitive approach to motivation and personality. (1988)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Conceptual change: A powerful framework for improving science teaching and learning (2003)Family Configuration and Intelligence (1976)Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning (1990)Social Foundations of Cognition (1993)The essential elements of team‐based learning (2008)Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning (1996)Self-Regulation Interventions with a Focus on Learning Strategies (2000)The development of two observational tools for assessing metacognition and self-regulated learning in young children (2008)A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2005)Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. (2007)Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective (2015)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Professional Development and Teacher Learning: Mapping the Terrain (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
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  • 1998Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning.310 cited
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    • 2011Elaboration during problem-based, small group discussion : a new approach to study collaborative learning34 cited