SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Success and Understanding
0 references·16 citing·47 second hop
Success and Understanding (1979)Success and UnderstandingInitial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program (2020)Initial implementation of act…Development of the reflective practice questionnaire: preliminary findings (2017)Development of the reflective…Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology (2016)Increasing the Use of Student…Defining and Teaching Evaluative Thinking (2015)Defining and Teaching Evaluat…Using a “prediction–observation–explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure (2013)Using a “prediction–observati…Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education. (2013)Mean What You Say: Defining a…What makes biology learning difficult and effective: Students’ views. (2012)What makes biology learning d…Cognition and Literacy in Massively Multiplayer Online Games (2008)Cognition and Literacy in Mas…A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher’s knowledge base (2008)A DNR perspective on mathemat…Key Developmental Understandings in Mathematics: A Direction for Investigating and Establishing Learning Goals (2006)Key Developmental Understandi…The Cognitive Origins of Bourdieu's Habitus (2004)The Cognitive Origins of Bour…Children's Understanding of Scientific Inquiry: Their Conceptualization of Uncertainty in Investigations of Their Own Design (2004)Children's Understanding of S…Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge (2000)Hypothesis testing in science…Reassessment of Developmental Constraints on Children's Science Instruction (1995)Reassessment of Developmental…The Architecture and Dynamics of Developing Mind: Experiential Structuralism as a Frame for Unifying Cognitive Developmental Theories (1993)The Architecture and Dynamics…Intuitive physics in action and judgment: The development of knowledge about projectile motion. (1993)Intuitive physics in action a…National Council of Teachers of Mathematics (1979)Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)The array representation and primary children’s understanding and reasoning in multiplication (2008)RADICAL CONSTRUCTIVISM (2010)Students’ Reasoning With Reversible Multiplicative Relationships (2010)Knowledge of Algebra for Teaching: A Framework of Knowledge and Practices (2012)Thought and language (1962)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Frames of Mind: The Theory of Multiple Intelligences (1984)Frameworks for Thinking (2005)Empirical evidence of cognitive vulnerability for depression among children and adolescents: A cognitive science and developmental perspective (2007)Educating the Developing Mind: Towards an Overarching Paradigm (2011)Situated Cognition and the Culture of Learning (1989)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)From Everyday to Scientific Observation: How Children Learn to Observe the Biologist’s World (2009)Improvements to elementary children's epistemic understanding from sustained argumentation (2012)The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing (2019)Outline of a Theory of Practice (1977)Foundations of social theory (1990)The Logic of Practice (1990)Skills, toolkits, contexts and institutions: Clarifying the relationship between different approaches to cognition in cultural sociology (2009)Can Cultural Worldviews Influence Network Composition? (2010)Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality (2014)The Structure of Scientific Revolutions (1963)Mind in Society: The Development of Higher Psychological Processes (1978)Performance of students in project‐based science classrooms on a national measure of science achievement (2002)Qualitative evaluation and research methods (1990)Qualitative Data Analysis: An Expanded Sourcebook (1994)Research Methods in Education (2007)Developing and validating technological pedagogical content knowledge‐practical ( TPACK ‐practical) through the D elphi survey technique (2013)Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities (2017)South Kalimantan Local Wisdom-Based Biology Learning Model (2020)The reflective practitioner: How professionals think in action (1984)The fifth discipline, the art and practice of the learning organization (1991)Assumptions, conjectures, and other miracles: The application of evaluative thinking to theory of change models in community development (2016)The current state of evaluator education: A situation analysis and call to action (2019)What’s the Problem Represented to Be? Problem Definition Critique as a Tool for Evaluative Thinking (2019)Statistical Theories of Mental Test Scores (1969)Active learning increases student performance in science, engineering, and mathematics (2014)Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices (2017)A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions (2021)The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis (2021)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Personalized learning and ESSA: What we know and where we go (2020)Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument (2021)Power/Knowledge: Selected Interviews and Other Writings 1972-1977 (1980)
this work references cited by second hop

References

No references inside the corpus for this window.

Cited by

  • 2004The Cognitive Origins of Bourdieu's Habitus449 cited
  • 2012What makes biology learning difficult and effective: Students’ views.340 cited
  • 1995Reassessment of Developmental Constraints on Children's Science Instruction316 cited
  • 2004Children's Understanding of Scientific Inquiry: Their Conceptualization of Uncertainty in Investigations of Their Own Design309 cited
  • 2016Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology233 cited
  • 2015Defining and Teaching Evaluative Thinking181 cited
  • 2006Key Developmental Understandings in Mathematics: A Direction for Investigating and Establishing Learning Goals161 cited
  • 1993The Architecture and Dynamics of Developing Mind: Experiential Structuralism as a Frame for Unifying Cognitive Developmental Theories146 cited
  • 2008Cognition and Literacy in Massively Multiplayer Online Games134 cited
  • 2013Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education.128 cited
  • 2017Development of the reflective practice questionnaire: preliminary findings121 cited
  • 1993Intuitive physics in action and judgment: The development of knowledge about projectile motion.120 cited
  • 2000Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

115 cited
  • 2013Using a “prediction–observation–explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure109 cited
  • 2020Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program109 cited
  • 2008A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher’s knowledge base103 cited