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Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science.
5 references·16 citing·40 second hop
Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. (1989)Cognitive technology: Some procedures for…Advances in the Psychology of Human Intelligence (2014)Advances in the Psychology of…Cognitive Skills and Their Acquisition (2013)Cognitive Skills and Their Ac…Children's Thinking (2013)Children's ThinkingSimilarity and Analogical Reasoning (1989)Similarity and Analogical Rea…Human Problem Solving (1972)Human Problem SolvingApplying the SOBC paradigm to explain how social media overload affects academic performance (2019)Applying the SOBC paradigm to…Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study (2018)Understanding science teacher…Spatial Contiguity and Spatial Split-Attention Effects in Multimedia Learning Environments: a Meta-Analysis (2018)Spatial Contiguity and Spatia…Learning with Multiple Representations (2012)Learning with Multiple Repres…Is Adding the E Enough? Investigating the Impact of K‐12 Engineering Standards on the Implementation of STEM Integration (2012)Is Adding the E Enough? Inves…Cognitive Load Theory: Historical Development and Relation to Other Theories (2010)Cognitive Load Theory: Histor…Theoretical foundations for enhancing social connectedness in online learning environments (2009)Theoretical foundations for e…Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007)Cognitive Load and Classroom …Animated pedagogical agents: does their degree of embodiment impact learning from static or animated worked examples? (2007)Animated pedagogical agents: …Supporting students' learning with multiple representations in a dynamic simulation-based learning environment (2006)Supporting students' learning…Five Common but Questionable Principles of Multimedia Learning (2005)Five Common but Questionable …The Development of Students' Helping Behavior and Learning in Peer-Directed Small Groups (2003)The Development of Students' …Understanding instructions. (1996)Understanding instructions.Using worked examples as an instructional support in the algebra classroom. (1994)Using worked examples as an i…Some cognitive processes and their consequences for the organisation and presentation of information (1993)Some cognitive processes and …Training for reflective expertise: A four-component instructional design model for complex cognitive skills (1992)Training for reflective exper…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)Architecture of Cognition (1983)Cognitive Load During Problem Solving: Effects on Learning (1988)DEVELOPMENTAL RESEARCH: STUDIES OF INSTRUCTIONAL DESIGN AND DEVELOPMENT (2003)How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008)Perspectives on problem solving and instruction (2013)Cognitive Load Theory and the Format of Instruction (1991)Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Design factors for educationally effective animations and simulations (2009)Physical versus virtual manipulative experimentation in physics learning (2010)Simulations for STEM learning: Systematic review and meta-analysis (2014)DeFT: A conceptual framework for considering learning with multiple representations (2006)Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations (2008)Instructional aids to support a conceptual understanding of multiple representations. (2009)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Knowledge and Teaching:Foundations of the New Reform (1987)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Student engagement in academic activities: a social support perspective (2017)Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model (2017)Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study (2022)National Council of Teachers of Mathematics (1979)Qualitative research and case study applications in education (1998)Advancing the State of the Art of STEM Integration (2014)Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2015)Making sense of “STEM education” in K-12 contexts (2018)Stereotypes and prejudice: Their automatic and controlled components. (1989)Cognitive load theory, learning difficulty, and instructional design (1994)Learning by Expanding (2014)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)Individual differences in working memory and reading (1980)Creativity syndrome: Integration, application, and innovation. (1988)Reasoning ability is (little more than) working-memory capacity?! (1990)The processing-speed theory of adult age differences in cognition. (1996)
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References

  • 1972Human Problem Solving6,221 cited
  • 2013Cognitive Skills and Their Acquisition2,911 cited
  • 1989Similarity and Analogical Reasoning2,390 cited
  • 2014Advances in the Psychology of Human Intelligence1,755 cited
  • 2013Children's Thinking673 cited

Cited by

  • 2012Is Adding the E Enough? Investigating the Impact of K‐12 Engineering Standards on the Implementation of STEM Integration348 cited
  • 2007Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity302 cited
  • 2006Supporting students' learning with multiple representations in a dynamic simulation-based learning environment296 cited
  • 2012Learning with Multiple Representations277 cited
  • 1992Training for reflective expertise: A four-component instructional design model for complex cognitive skills265 cited
  • 1996Understanding instructions.244 cited
  • 2019Applying the SOBC paradigm to explain how social media overload affects academic performance216 cited
  • 1994Using worked examples as an instructional support in the algebra classroom.209 cited
  • 2010Cognitive Load Theory: Historical Development and Relation to Other Theories204 cited
  • 2018Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study

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183 cited
  • 2018Spatial Contiguity and Spatial Split-Attention Effects in Multimedia Learning Environments: a Meta-Analysis180 cited
  • 2009Theoretical foundations for enhancing social connectedness in online learning environments174 cited
  • 2007Animated pedagogical agents: does their degree of embodiment impact learning from static or animated worked examples?161 cited
  • 2005Five Common but Questionable Principles of Multimedia Learning161 cited
  • 1993Some cognitive processes and their consequences for the organisation and presentation of information158 cited
  • 2003The Development of Students' Helping Behavior and Learning in Peer-Directed Small Groups151 cited