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Instruction and Mental Model Progression: Learner‐Dependent Effects of Teaching Strategies on Knowledge Acquisition and Analogical Transfer
16 references·1 citing·40 second hop
Instruction and Mental Model Progression: Learner‐Dependent Effects of Teaching Strategies on Knowledge Acquisition and Analogical Transfer (1995)Instruction and Mental Model Progression:…THE ACT OF DISCOVERY (2006)THE ACT OF DISCOVERYThe Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts (1994)The Role of Subject-Matter Kn…Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Misconceptions Reconceived: A…Objectivism versus constructivism: Do we need a new philosophical paradigm? (1991)Objectivism versus constructi…Learning with Media (1991)Learning with MediaModels for Understanding (1989)Models for UnderstandingMental models (1989)Mental modelsThis is like that: The use of earlier problems and the separation of similarity effects. (1987)This is like that: The use of…Skill may not be enough: The role of mindfulness in learning and transfer (1987)Skill may not be enough: The …On looking into the black box: Prospects and limits in the search for mental models. (1986)On looking into the black box…The Role of a Mental Model in Learning to Operate a Device* (1984)The Role of a Mental Model in…The Role of a Mental Model in Learning to Operate a Device* (1984)The Role of a Mental Model in…Some observations on mental models (1983)Some observations on mental m…Models: Representation and the Scientific Understanding (1981)Models: Representation and th…School learning;: An introduction to educational psychology (1969)School learning;: An introduc…The nature of explanation (1943)The nature of explanationBridging the Gap between Expert-Novice Differences (2010)Bridging the Gap between Expe…The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Situated Cognition and the Culture of Learning (1989)Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective (1993)Multimedia learning: Are we asking the right questions? (1997)Mental Models in Cognitive Science (1980)Mental Models in Cognitive Science (1980)Mental models contribute to foregrounding during text comprehension (1987)When is an illustration worth ten thousand words? (1990)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Structure-mapping: A theoretical framework for analogy (1983)Book Review: Protocol Analysis: Verbal Reports as Data (1986)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Structure mapping in analogy and similarity. (1997)Policy Implementation and Cognition: Reframing and Refocusing Implementation Research (2002)Judgment under Uncertainty: Heuristics and Biases (1975)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cognitive View (1969)Dual coding theory and education (1991)Instructional design models for well-structured and III-structured problem-solving learning outcomes (1997)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Media will never influence learning (1994)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Multimedia Learning (2002)The Theory and Practice of Online Learning (2008)Human Problem Solving. (1973)Telling more than we can know: Verbal reports on mental processes. (1977)Norm theory: Comparing reality to its alternatives. (1986)The influence of shared mental models on team process and performance. (2000)Enhancing the Effectiveness of Work Groups and Teams (2006)Cognitive Load During Problem Solving: Effects on Learning (1988)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The construction of autobiographical memories in the self-memory system. (2000)TARGET ARTICLE: Hope Theory: Rainbows in the Mind (2002)Working memory: looking back and looking forward (2003)Les hommes et les technologies; approche cognitive des instruments contemporains (1995)Conceptual change: A powerful framework for improving science teaching and learning (2003)
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References

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  • 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,773 cited
  • 1991Objectivism versus constructivism: Do we need a new philosophical paradigm?1,627 cited
  • 1983Some observations on mental models1,556 cited
  • 2006THE ACT OF DISCOVERY1,478 cited
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  • 1989Models for Understanding701 cited
  • 1987This is like that: The use of earlier problems and the separation of similarity effects.623 cited
  • 1984The Role of a Mental Model in Learning to Operate a Device*586 cited
  • 1981Models: Representation and the Scientific Understanding478 cited
  • 1989Mental models359 cited
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  • 1969School learning;: An introduction to educational psychology309 cited
  • 1994The Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts298 cited
  • 1987Skill may not be enough: The role of mindfulness in learning and transfer

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  • 2010Bridging the Gap between Expert-Novice Differences46 cited