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Learning With Real Machines or Diagrams: Application of Knowledge to Real-World Problems
12 references·1 citing·49 second hop
Learning With Real Machines or Diagrams: Application of Knowledge to Real-World Problems (1995)Learning With Real Machines or Diagrams: …Diagrams in the Comprehension of Scientific Texts (2016)Diagrams in the Comprehension…Bennett Mechanical Comprehension Test (2006)Bennett Mechanical Comprehens…ThinkerTools: Causal Models, Conceptual Change, and Science Education (1993)ThinkerTools: Causal Models, …Comprehension of arithmetic word problems: Evidence from students' eye fixations. (1992)Comprehension of arithmetic w…Learning with Media (1991)Learning with MediaAnimations need narrations: An experimental test of a dual-coding hypothesis. (1991)Animations need narrations: A…The effects of hands‐on and teacher demonstration laboratory methods on science achievement in relation to reasoning ability and prior knowledge (1989)The effects of hands‐on and t…Models for Understanding (1989)Models for UnderstandingDual Space Search During Scientific Reasoning (1988)Dual Space Search During Scie…The Representation of Children's Knowledge (1978)The Representation of Childre…Three aspects of cognitive development (1976)Three aspects of cognitive de…A guide for improving visualized instruction (1972)A guide for improving visuali…Animation: Does It Facilitate Learning? (2000)Animation: Does It Facilitate…The growth of logical thinking: From childhood to adolescence. (1958)The developmental psychology of Jean Piaget. (1963)Part I: Cognitive development in children: Piaget development and learning (1964)Inquiry-Oriented Instruction in Science: Who Teaches That Way? (2007)Science Teachers’ Perceived Benefits of an Out‐of‐school Enrichment Programme: Identity needs and university affordances (2007)Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory (2012)Thought and language (1962)The Structure of Scientific Revolutions (1963)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Strategies of Knowledge Acquisition (1995)How Students Understand Physics Equations (2001)Learning-for-use: A framework for the design of technology-supported inquiry activities (2001)Strong Inference (1964)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)The situativity of knowing, learning, and research. (1998)The Logic of Scientific Discovery (2013)Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cognitive View (1969)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction (1989)Mental animation: Inferring motion from static displays of mechanical systems. (1992)Research Commentary: Information Systems and Conceptual Modeling—A Research Agenda (2002)The Logic of Scientific Discovery. (1959)Science as argument: Implications for teaching and learning scientific thinking (1993)A Scaffolding Design Framework for Software to Support Science Inquiry (2004)Experimental Design: Procedures for the Behavioral Sciences (2013)Meta-Analysis of Inquiry-Based Learning (2016)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Situated Cognition and the Culture of Learning (1989)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Multimedia learning: Are we asking the right questions? (1997)Blended learning systems: Definition, current trends, and future directions (2006)The Theory and Practice of Online Learning (2008)Mental Representations: A Dual Coding Approach (1986)Dual coding theory and education (1991)Aids to computer-based multimedia learning (2002)Animation as an Aid to Multimedia Learning (2002)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Advances in Instructional Psychology (2019)Pictures, audio, and print: symbolic representation and effect on learning (1982)Improving Readability of an Evaluation Tool for Low-income Clients Using Visual Information Processing Theories (2008)Visual Representations and Learning: The Role of Static and Animated Graphics (2013)On designing comprehensible interactive hypermedia manuals (1998)The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations (2008)Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions. (2011)Educational Psychology in Teacher Education (2000)The impact of multimedia effect on science learning: Evidence from eye movements (2009)EYE MOVEMENTS REVEAL STUDENTS’ STRATEGIES IN SIMPLE EQUATION SOLVING (2014)
this work references cited by second hop

References

  • 1991Learning with Media1,428 cited
  • 1988Dual Space Search During Scientific Reasoning1,058 cited
  • 1991Animations need narrations: An experimental test of a dual-coding hypothesis.883 cited
  • 1989Models for Understanding690 cited
  • 1976Three aspects of cognitive development670 cited
  • 1993ThinkerTools: Causal Models, Conceptual Change, and Science Education492 cited
  • 2016Diagrams in the Comprehension of Scientific Texts147 cited
  • 1972A guide for improving visualized instruction142 cited
  • 1992Comprehension of arithmetic word problems: Evidence from students' eye fixations.132 cited
  • 1989The effects of hands‐on and teacher demonstration laboratory methods on science achievement in relation to reasoning ability and prior knowledge107 cited
  • 1978The Representation of Children's Knowledge101 cited
  • 2006Bennett Mechanical Comprehension Test25 cited

Cited by

  • 2000Animation: Does It Facilitate Learning?67 cited

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