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Nuevas tecnologías y aprendizaje significativo de las ciencias
16 references·0 citing·52 second hop
Nuevas tecnologías y aprendizaje significativo de las ciencias (2014)Nuevas tecnologías y aprendizaje signific…Teaching and Learning Physics in a 1:1 Laptop School (2008)Teaching and Learning Physics…Pedagogical approaches for technology-integrated science teaching (2006)Pedagogical approaches for te…Applying a constructivist and collaborative methodological approach in engineering education (2006)Applying a constructivist and…Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry (2004)Explanation‐driven inquiry: I…Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning (2004)Co-Lab: research and developm…Classroom Use of Multimedia-Supported Predict?Observe?Explain Tasks in a Social Constructivist Learning Environment (2004)Classroom Use of Multimedia-S…Analyzing collaborative interactions: divergence, shared understanding and construction of knowledge (2004)Analyzing collaborative inter…WISE design for knowledge integration (2003)WISE design for knowledge int…Technology and science education: Starting points, research programs, and trends (2003)Technology and science educat…Changing How and What Children Learn in School with Computer-Based Technologies (2000)Changing How and What Childre…Using Models to Represent Reality (1999)Using Models to Represent Rea…Model-Based Reasoning in Conceptual Change (1999)Model-Based Reasoning in Conc…Making cooperative learning work (1999)Making cooperative learning w…Teaching for Conceptual Change (1998)Teaching for Conceptual ChangeRealising Authentic Science Learning through the Adaptation of Scientific Practice (1998)Realising Authentic Science L…An Architecture for Collaborative Knowledge Building (1992)An Architecture for Collabora…Learning How to Learn (1984)Computer Support for Knowledge-Building Communities (1994)Comprehension: A Paradigm for Cognition (1998)Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform (2004)Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009)The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest (2016)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Situated Cognition and the Culture of Learning (1989)Technological Advances in Inquiry Learning (2006)Collaborative Inquiry Learning: Models, tools, and challenges (2009)Knowledge management in sustainable supply chain management: Improving performance through an interpretive structural modelling approach (2017)Handbook of reading research (1991)Life on the Screen: Identity in the Age of the Internet (1997)Transition from traditional to ICT-enhanced learning environments in undergraduate chemistry courses (2005)Technology‐enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice (2007)Implementation of inquiry-based learning in day-to-day teaching: a synthesis (2013)The Structure of Scientific Revolutions (1963)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning: Legitimate Peripheral Participation. 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References

  • 1999Making cooperative learning work1,314 cited
  • 2000Changing How and What Children Learn in School with Computer-Based Technologies830 cited
  • 2004Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry718 cited
  • 2003WISE design for knowledge integration418 cited
  • 1999Model-Based Reasoning in Conceptual Change355 cited
  • 2004Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning335 cited
  • 1999Using Models to Represent Reality304 cited
  • 1998Teaching for Conceptual Change255 cited
  • 2004Analyzing collaborative interactions: divergence, shared understanding and construction of knowledge220 cited
  • 2003Technology and science education: Starting points, research programs, and trends219 cited
  • 2006Pedagogical approaches for technology-integrated science teaching206 cited
  • 1998Realising Authentic Science Learning through the Adaptation of Scientific Practice140 cited
  • 1992An Architecture for Collaborative Knowledge Building139 cited
  • 2004Classroom Use of Multimedia-Supported Predict?Observe?Explain Tasks in a Social Constructivist Learning Environment126 cited
  • 2006Applying a constructivist and collaborative methodological approach in engineering education

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  • 2008Teaching and Learning Physics in a 1:1 Laptop School79 cited
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