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The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations
16 references·1 citing·28 second hop
The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations (2011)The Role of Self-monitoring in Learning C…Metacognition, Motivation, and Understanding (2026)Metacognition, Motivation, an…Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms (2026)Metacognition, Executive Cont…Handbook of Educational Psychology (2013)Handbook of Educational Psych…Interactive Multimodal Learning Environments (2007)Interactive Multimodal Learni…Cognitive Load Theory and Instructional Design: Recent Developments (2003)Cognitive Load Theory and Ins…Multimedia Learning (2002)Multimedia LearningMultimedia Learning (2001)Multimedia LearningInquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Inquiry, Modeling, and Metaco…Handbook of educational psychology (1997)Handbook of educational psych…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Handbook of reading research (1991)Handbook of reading researchCOGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE (1991)COGNITIVE APPRENTICESHIP: MAK…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Reciprocal Teaching of Compre…Scaffolding Middle School Students’ Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach (2014)Scaffolding Middle School Stu…Mind in Society: The Development of Higher Psychological Processes (1978)Toward a model of text comprehension and production. (1978)Situated Cognition and the Culture of Learning (1989)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Implications for educational practice of the science of learning and development (2019)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. (1992)Working Memory (1992)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The simple view of reading (1990)Improving Students’ Learning With Effective Learning Techniques (2013)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Focus on Formative Feedback (2008)The Expertise Reversal Effect (2003)Cognitive Theory of Multimedia Learning (2014)Professional Development and Teacher Learning: Mapping the Terrain (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
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  • 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities5,185 cited
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  • 1991COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE1,516 cited
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  • 2026

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Metacognition, Motivation, and Understanding
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  • 2014Scaffolding Middle School Students’ Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach48 cited