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Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions.
16 references·9 citing·35 second hop
Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions. (2011)Teaching with concrete and abstract visua…Knowing, Learning, and Instruction (2018)Knowing, Learning, and Instru…Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…The Cambridge handbook of multimedia learning (2006)The Cambridge handbook of mul…How students learn: history, mathematics, and science in the classroom (2005)How students learn: history, …Learning from Examples: Instructional Principles from the Worked Examples Research (2000)Learning from Examples: Instr…Rethinking Transfer: A Simple Proposal with Multiple Implications (1999)Rethinking Transfer: A Simple…Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications (1999)Chapter 3: Rethinking Transfe…Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)Multimedia and understanding:…Cognitive Psychology and Instruction (1995)Cognitive Psychology and Inst…Structural Alignment during Similarity Comparisons (1993)Structural Alignment during S…Toward a general theory of expertise : prospects and limits (1991)Toward a general theory of ex…Handbook of reading research (1991)Handbook of reading researchRepresentation in Scientific Practice (1990)Representation in Scientific …Cognitive Apprenticeship (1988)Cognitive ApprenticeshipCategorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Human Problem Solving (1972)Human Problem SolvingThe Impact of Visual Displays on Learning Across the Disciplines: A Systematic Review (2020)The Impact of Visual Displays…Effects of detailed illustrations on science learning: an eye-tracking study (2017)Effects of detailed illustrat…Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations (2016)Examining fourth-grade mathem…An investigation on Graphical Abstracts use in scholarly articles (2016)An investigation on Graphical…The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations (2014)The Effects of Idealized and …The Influence of Achievement Goal Orientations and Task Concreteness on Situational Interest (2013)The Influence of Achievement …PRIOR KNOWLEDGE AND ONLINE INQUIRY-BASED SCIENCE READING: EVIDENCE FROM EYE TRACKING (2013)PRIOR KNOWLEDGE AND ONLINE IN…Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures (2013)Extending multimedia research…The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012)The challenges of teaching an…The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions. (1964)Mind in Society: The Development of Higher Psychological Processes (1978)Designing Educative Curriculum Materials to Promote Teacher Learning (2005)DeFT: A conceptual framework for considering learning with multiple representations (2006)Implications for educational practice of the science of learning and development (2019)Perception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Problem-Based Learning: What and How Do Students Learn? (2004)Cognitive Processes in Comprehension (2013)Theoretical Issues in Reading Comprehension (2017)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The Psychology of Written Composition (1989)Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)The simple view of reading (1990)Improving Students’ Learning With Effective Learning Techniques (2013)Long-term working memory. (1995)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)The processing-speed theory of adult age differences in cognition. (1996)Situated Cognition and the Culture of Learning (1989)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)A review of research on teacher beliefs and practices (1996)Notes on the theory of the actor-network: Ordering, strategy, and heterogeneity (1992)Policy Implementation and Cognition: Reframing and Refocusing Implementation Research (2002)Human-Machine Reconfigurations: Plans and Situated Actions (2006)The social psychology of creativity: A componential conceptualization. (1983)A review and reformulation of social information-processing mechanisms in children's social adjustment. (1994)TARGET ARTICLE: Hope Theory: Rainbows in the Mind (2002)The Four-Phase Model of Interest Development (2006)Focus on Formative Feedback (2008)
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References

  • 1991Handbook of reading research6,847 cited
  • 1972Human Problem Solving6,221 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 2006The Cambridge handbook of multimedia learning2,313 cited
  • 2018Knowing, Learning, and Instruction1,810 cited
  • 1990Representation in Scientific Practice1,792 cited
  • 1991Toward a general theory of expertise : prospects and limits1,766 cited
  • 1999Rethinking Transfer: A Simple Proposal with Multiple Implications1,409 cited
  • 1988Cognitive Apprenticeship1,299 cited
  • 2000Learning from Examples: Instructional Principles from the Worked Examples Research1,034 cited
  • 2005How students learn: history, mathematics, and science in the classroom889 cited
  • 1999Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications881 cited
  • 1993Structural Alignment during Similarity Comparisons809 cited
  • 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena779 cited

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1995
Cognitive Psychology and Instruction
722 cited

Cited by

  • 2012The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners105 cited
  • 2014The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations89 cited
  • 2013PRIOR KNOWLEDGE AND ONLINE INQUIRY-BASED SCIENCE READING: EVIDENCE FROM EYE TRACKING68 cited
  • 2020The Impact of Visual Displays on Learning Across the Disciplines: A Systematic Review62 cited
  • 2016Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations58 cited
  • 2013Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures52 cited
  • 2013The Influence of Achievement Goal Orientations and Task Concreteness on Situational Interest46 cited
  • 2017Effects of detailed illustrations on science learning: an eye-tracking study42 cited
  • 2016An investigation on Graphical Abstracts use in scholarly articles34 cited