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Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem
16 references·1 citing·42 second hop
Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem (2013)Using an isomorphic problem pair to learn…Advances in Instructional Psychology (2019)Advances in Instructional Psy…Transfer of Learning from a Modern Multidisciplinary Perspective (2000)Transfer of Learning from a M…Student resources for learning introductory physics (2000)Student resources for learnin…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…Student expectations in introductory physics (1998)Student expectations in intro…Schemas in Problem Solving (1995)Schemas in Problem SolvingTransfer on trial: Intelligence, cognition, and instruction (1994)Transfer on trial: Intelligen…On the role of analogies and metaphors in learning science (1991)On the role of analogies and …Similarity and Analogical Reasoning (1989)Similarity and Analogical Rea…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Why are some problems hard? Evidence from Tower of Hanoi (1985)Why are some problems hard? E…Schema induction and analogical transfer (1983)Schema induction and analogic…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Representation and Understanding: Studies in Cognitive Science (1975)Representation and Understand…Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism (2016)Developing and validating a c…Features of similarity. (1977)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)SCRIPTS, PLANS, GOALS, AND UNDERSTANDING (1988)What's basic about basic emotions? (1990)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)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)Toward a model of text comprehension and production. (1978)Mental Models (1983)Toward a design theory of problem solving (2000)Problem-Based Learning: What and How Do Students Learn? (2004)A Theory of Cognitive Dissonance (1957)Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry (2000)Chemical Education: Towards Research-based Practice (2003)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)Perception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Cognitive Processes in Comprehension (2013)Theoretical Issues in Reading Comprehension (2017)The role of theories in conceptual coherence. (1985)The Nature of Expertise (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Philosophical Investigations. (1954)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Cognitive Architecture and Instructional Design (1998)When problem solving is superior to studying worked examples. (2001)Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003)Synthesis of discipline-based education research in physics (2014)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. (1979)The Elaboration Likelihood Model of Persuasion (1986)Event structure in perception and conception. (2001)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Learning by Expanding (2014)
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References

  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1983Schema induction and analogical transfer2,933 cited
  • 2019Advances in Instructional Psychology2,532 cited
  • 1989Similarity and Analogical Reasoning2,390 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 1999Rethinking Transfer: A Simple Proposal with Multiple Implications1,409 cited
  • 1975Representation and Understanding: Studies in Cognitive Science1,181 cited
  • 2000Learning from Examples: Instructional Principles from the Worked Examples Research1,034 cited
  • 1991On the role of analogies and metaphors in learning science919 cited
  • 2000Transfer of Learning from a Modern Multidisciplinary Perspective905 cited
  • 1985Why are some problems hard? Evidence from Tower of Hanoi722 cited
  • 1998Student expectations in introductory physics689 cited
  • 1995Schemas in Problem Solving661 cited
  • 1994Transfer on trial: Intelligence, cognition, and instruction637 cited

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  • 2000Student resources for learning introductory physics637 cited
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    • 2016Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism59 cited