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When problem-solving followed by instruction is superior to the traditional tell-and-practice sequence.
16 references·0 citing·52 second hopsampled
When problem-solving followed by instruction is superior to the traditional tell-and-practice sequence. (2017)When problem-solving followed by instruct…Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2016)Towards a Theory of When and …Eight Ways to Promote Generative Learning (2015)Eight Ways to Promote Generat…Toward an Instructionally Oriented Theory of Example‐Based Learning (2013)Toward an Instructionally Ori…Learning Through Case Comparisons: A Meta-Analytic Review (2013)Learning Through Case Compari…Productive failure in learning the concept of variance (2012)Productive failure in learnin…Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011)Practicing versus inventing w…Does discovery-based instruction enhance learning? (2010)Does discovery-based instruct…Bootstrapping the Mind: Analogical Processes and Symbol Systems (2010)Bootstrapping the Mind: Analo…Instructional aids to support a conceptual understanding of multiple representations. (2009)Instructional aids to support…On the measurement of achievement goals: Critique, illustration, and application. (2008)On the measurement of achieve…Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. (2003)Transitioning From Studying E…The transfer of abstract principles governing complex adaptive systems (2003)The transfer of abstract prin…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…A Time For Telling (1998)A Time For TellingSelf-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…This is like that: The use of earlier problems and the separation of similarity effects. (1987)This is like that: The use of…Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators (2015)Rethinking the Boundaries of Cognitive Load Theory in Complex Learning (2015)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Protocol Analysis: Verbal Reports as Data (1986)Cognitive load as a factor in the structuring of technical material. 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(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)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? 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(1988)Alternative Ways of Assessing Model Fit (1992)Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2003)Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. (2009)A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? (2010)Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010)How We Think (1910)Thought and language (1962)Apprenticeship in thinking: cognitive development in social context (1990)Active learning increases student performance in science, engineering, and mathematics (2014)Phases of inquiry-based learning: Definitions and the inquiry cycle (2015)Toward a model of text comprehension and production. (1978)Handbook of research on teaching (1986)Multimedia Learning (2002)Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning (2016)Variability of teachers’ technology integration in the classroom: A matter of utility! (2021)The Past, Present, and Future of the Cognitive Theory of Multimedia Learning (2024)
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References

  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 2010Does discovery-based instruction enhance learning?1,334 cited
  • 2008On the measurement of achievement goals: Critique, illustration, and application.1,279 cited
  • 1998A Time For Telling1,036 cited
  • 2015Eight Ways to Promote Generative Learning829 cited
  • 1987This is like that: The use of earlier problems and the separation of similarity effects.620 cited
  • 2010Bootstrapping the Mind: Analogical Processes and Symbol Systems520 cited
  • 2013Toward an Instructionally Oriented Theory of Example‐Based Learning507 cited
  • 2003Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.491 cited
  • 2011Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.465 cited
  • 2013Learning Through Case Comparisons: A Meta-Analytic Review322 cited
  • 2003The transfer of abstract principles governing complex adaptive systems316 cited
  • 2016Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning284 cited
  • 2009

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Instructional aids to support a conceptual understanding of multiple representations.
238 cited
  • 2012Productive failure in learning the concept of variance233 cited
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