The maturing of the relationship between the science of learning and cognition and educational practiceRobert A. Glaser1991-01-01articleLearning and Instruction242 citationsclosedNo readable copy stored yet — this record is metadata only.Innovative Teaching and Learning MethodsEducational methodologies and cognitive developmentVisual and Cognitive Learning ProcessesAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 242 citations exist upstream.References1978Mind in Society: The Development of Higher Psychological Processes1989Situated Cognition and the Culture of Learning1978Toward a model of text comprehension and production.1981Categorization and Representation of Physics Problems by Experts and Novices*1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities2024Metacognitive Aspects of Problem Solving2019Advances in Instructional Psychology1989Self-explanations: How students study and use examples in learning to solve problemsCited by1996Connecting problem‐based practices with educational theory1999Transcending Cultural Borders: implications for science teaching1995Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa1997Seven principles of effective case design for a problem-based curriculum1996The advantages of problem-based curricula1995Distance education technologies: The fourth generation2011The Flexible Professional in the Knowledge Society2009Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement