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Relative effects of three questioning strategies in ill-structured, small group problem solving
16 references·1 citing·37 second hop
Relative effects of three questioning strategies in ill-structured, small group problem solving (2013)Relative effects of three questioning str…The Nature of Expertise (2014)The Nature of ExpertiseCognitive Perspectives on Peer Learning (2014)Cognitive Perspectives on Pee…Handbook of Research on Educational Communications and Technology (2013)Handbook of Research on Educa…Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds (2005)Scaffolding Self-regulated Le…Cognition and Instruction (2000)Cognition and InstructionInstructional design models for well-structured and III-structured problem-solving learning outcomes (1997)Instructional design models f…Teaching Students to Generate Questions: A Review of the Intervention Studies (1996)Teaching Students to Generate…Educational research: An introduction, 6th ed. (1996)Educational research: An intr…Restructuring the Classroom: Conditions for Productive Small Groups (1994)Restructuring the Classroom: …Assessing Metacognitive Awareness (1994)Assessing Metacognitive Aware…Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media (1991)Higher Levels of Agency for C…Generative Processes of Comprehension (1989)Generative Processes of Compr…Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Reciprocal Teaching of Compre…Educational Research: An Introduction (1984)Educational Research: An Intr…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Educational Research: An Introduction (1965)Educational Research: An Intr…Using model-based scaffolds to support students solving context-based chemistry problems (2018)Using model-based scaffolds t…Conditions of Learning (1965)Human Problem Solving (1972)Activity, consciousness, and personality (1978)Toward a design theory of problem solving (2000)Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions (2003)Visitors and Residents: A new typology for online engagement (2011)Toward a model of text comprehension and production. (1978)Situated Cognition and the Culture of Learning (1989)Handbook of reading research (1991)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Improving Students’ Learning With Effective Learning Techniques (2013)Nebraska Symposium on Motivation, 1961 (1963)A Framework for the Comparative Analysis of Organizations (1967)Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. (1981)Problem Based Learning: An instructional model and its constructivist framework (1995)Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Problem-Based Learning: What and How Do Students Learn? (2004)Self-explanations: How students study and use examples in learning to solve problems (1989)Long-term working memory. (1995)The influence of shared mental models on team process and performance. (2000)Measuring Self-Regulated Learning (2000)The Role of Goal Orientation in Self-Regulated Learning (2000)Handbook of Self-Regulation of Learning and Performance (2017)A review of research on teacher beliefs and practices (1996)Teaching Courses Online: A Review of the Research (2006)A Typology of Mixed Methods Sampling Designs in Social Science Research (2015)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of the Research (1999)Case Study Research and Theory Building (2002)Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics (2002)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)e-Learning, online learning, and distance learning environments: Are they the same? (2010)Phases of inquiry-based learning: Definitions and the inquiry cycle (2015)Critical thinking, cognitive presence, and computer conferencing in distance education (2001)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Qualitative Interview Design: A Practical Guide for Novice Investigators (2014)
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References

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  • 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities5,185 cited
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  • 1997Instructional design models for well-structured and III-structured problem-solving learning outcomes1,609 cited
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  • 2000Cognition and Instruction632 cited

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2005
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds
595 cited

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  • 2018Using model-based scaffolds to support students solving context-based chemistry problems70 cited