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Middle Grade Students' Interpretations of Contour Maps
16 references·0 citing·39 second hop
Middle Grade Students' Interpretations of Contour Maps (2008)Middle Grade Students' Interpretations of…The material features of multiple representations and their cognitive and social affordances for science understanding (2003)The material features of mult…Technology and science education: Starting points, research programs, and trends (2003)Technology and science educat…Research design: qualitative, quantitative, and mixed methods approaches (2003)Research design: qualitative,…Learning in complex domains: When and why do multiple representations help? (2003)Learning in complex domains: …Maps as Representations: Expert Novice Comparison of Projection Understanding (2002)Maps as Representations: Expe…Cognitive load theory: implications of cognitive load theory on the design of learning (2002)Cognitive load theory: implic…“Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry (2002)“Mapping to know”: The effect…Mental, physical, and mathematical models in the teaching and learning of physics (2001)Mental, physical, and mathema…Visual-spatial thinking: An aspect of science overlooked by educators (1999)Visual-spatial thinking: An a…Unlocking conceptual learning in mathematics and science with effective representational systems (1999)Unlocking conceptual learning…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…How maps work: representation, visualization, and design (1996)How maps work: representation…National Science Education Standards (1995)National Science Education St…ThinkerTools: Causal Models, Conceptual Change, and Science Education (1993)ThinkerTools: Causal Models, …Handbook of reading research (1991)Handbook of reading researchMind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Frames of Mind: The Theory of Multiple Intelligences (1984)Situated Cognition and the Culture of Learning (1989)Metaphors We Live By (2003)Creativity in Science Education: Perspectives and Challenges for Developing School Science (2007)Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012)Thinking about Creativity in Science Education (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)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)Research Design: Qualitative and Quantitative Approaches (1996)Students Becoming Chemists: Developing Representationl Competence (2005)Visualization: A Metacognitive Skill in Science and Science Education (2005)Supporting students' learning with multiple representations in a dynamic simulation-based learning environment (2006)Working Memory (1974)Cognitive load in hypertext reading: A review (2005)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The simple view of reading (1990)Improving Students’ Learning With Effective Learning Techniques (2013)Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice (2005)Integrating quantitative and qualitative research: how is it done? (2006)Achieving Effective Remote Working During the COVID‐19 Pandemic: A Work Design Perspective (2020)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Graphic elicitation: using research diagrams as interview stimuli (2006)Making a Place for Space: Spatial Thinking in Social Science (2012)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2003Research design: qualitative, quantitative, and mixed methods approaches18,745 cited
  • 1995National Science Education Standards7,888 cited
  • 1991Handbook of reading research6,847 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2002Cognitive load theory: implications of cognitive load theory on the design of learning916 cited
  • 1996How maps work: representation, visualization, and design702 cited
  • 2003The material features of multiple representations and their cognitive and social affordances for science understanding528 cited
  • 1993ThinkerTools: Causal Models, Conceptual Change, and Science Education492 cited
  • 1999Visual-spatial thinking: An aspect of science overlooked by educators342 cited
  • 2001Mental, physical, and mathematical models in the teaching and learning of physics223 cited
  • 2003Technology and science education: Starting points, research programs, and trends219 cited
  • 2002“Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry202 cited
  • 2003Learning in complex domains: When and why do multiple representations help?141 cited

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1999
Unlocking conceptual learning in mathematics and science with effective representational systems
99 cited
  • 2002Maps as Representations: Expert Novice Comparison of Projection Understanding96 cited
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