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Reverse the routine: Problem solving before instruction improves conceptual knowledge in undergraduate physics
16 references·2 citing·42 second hop
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A …Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Nine Ways to Reduce Cognitive…The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective (2000)The effects of instructors' a…Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Effects of Small-Group Learni…Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Interactive-engagement versus…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Research on Cooperative Learning and Achievement: What We Know, What We Need to Know (1996)Research on Cooperative Learn…Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Architecture of Cognition (1983)Architecture of CognitionControl and information in the intrapersonal sphere: An extension of cognitive evaluation theory. 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(1994)Focus on Formative Feedback (2008)Mental Representations: A Dual Coding Approach (1986)Generative Processes of Comprehension (1989)Multimedia Learning (2002)Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Theory of Multimedia Learning (2014)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)A Motivational Model of Video Game Engagement (2010)A Self-determination Theory Perspective on Student Engagement (2012)Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. (1993)What Matters in College? Four Critical Years Revisited. 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References

  • 2004Does Active Learning Work? A Review of the Research7,318 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1983Architecture of Cognition5,041 cited
  • 2006The Four-Phase Model of Interest Development4,692 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,199 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 1982Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory.2,720 cited
  • 2009Autonomy, competence, and relatedness in the classroom2,536 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 1927The Language and Thought of the Child2,313 cited
  • 1979Many hands make light the work: The causes and consequences of social loafing.2,207 cited
  • 1999Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis1,941 cited

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  • 2000The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective1,919 cited
  • 1996Research on Cooperative Learning and Achievement: What We Know, What We Need to Know1,653 cited
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    • 2019Learning by exploring: How much guidance is optimal?50 cited
    • 2024The authenticity dilemma: towards a theory on the conditions and effects of authentic learning32 cited