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Improving analytical reasoning and argument understanding: a quasi-experimental field study of argument visualization
16 references·0 citing·39 second hop
Improving analytical reasoning and argument understanding: a quasi-experimental field study of argument visualization (2018)Improving analytical reasoning and argume…Drawing to Learn in Science (2011)Drawing to Learn in ScienceDoes discovery-based instruction enhance learning? (2010)Does discovery-based instruct…Academically Adrift (2010)Academically AdriftActive‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities (2009)Active‐Constructive‐Interacti…The structure and function of explanations (2006)The structure and function of…THE ACT OF DISCOVERY (2006)THE ACT OF DISCOVERYPromoting Transfer: Effects of Self-Explanation and Direct Instruction (2006)Promoting Transfer: Effects o…Learning from text with diagrams: Promoting mental model development and inference generation. (2006)Learning from text with diagr…How College Affects Students: A Third Decade of Research (2006)How College Affects Students:…How College Affects Students: A Third Decade of Research. Volume 2. (2005)How College Affects Students:…How College Affects Students: A Third Decade of Research (2005)How College Affects Students:…The American College Teacher: National Norms for the 2001-2002 HERI Faculty Survey. (2002)The American College Teacher:…An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor (2002)An effective metacognitive st…Cognitive principles of multimedia learning: The role of modality and contiguity. (1999)Cognitive principles of multi…The Emergence of Abstract Representations in Dyad Problem Solving (1995)The Emergence of Abstract Rep…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…Mental Representations: A Dual Coding Approach (1986)Cognitive Load Theory and the Format of Instruction (1991)The promise of multimedia learning: using the same instructional design methods across different media (2003)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Handbook of Research on Educational Communications and Technology (2013)STEM integration in K-12 education : status, prospects, and an agenda for research (2014)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. (2003)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Eight Ways to Promote Generative Learning (2015)Self-explanations: How students study and use examples in learning to solve problems (1989)Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Pandora's Hope: Essays on the Reality of Science Studies (2000)Teaching Scientific Practices: Meeting the Challenge of Change (2014)Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology (2015)Creating visual explanations improves learning (2016)Perception in chess (1973)Variables associated with achievement in higher education: A systematic review of meta-analyses. (2017)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Problem-Based Learning: What and How Do Students Learn? (2004)Advances in Instructional Psychology (2019)Implications for educational practice of the science of learning and development (2019)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)Student Engagement and Student Learning: Testing the Linkages* (2006)Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence (2008)Framing student engagement in higher education (2011)Cognitive Load During Problem Solving: Effects on Learning (1988)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Student engagement literature review (2010)The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement (2011)Online learning in higher education: exploring advantages and disadvantages for engagement (2018)
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References

  • 2005How College Affects Students: A Third Decade of Research3,553 cited
  • 2006How College Affects Students: A Third Decade of Research2,569 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 2009Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities1,605 cited
  • 1999Cognitive principles of multimedia learning: The role of modality and contiguity.1,528 cited
  • 2005How College Affects Students: A Third Decade of Research. Volume 2.1,460 cited
  • 2006THE ACT OF DISCOVERY1,450 cited
  • 2010Does discovery-based instruction enhance learning?1,334 cited
  • 2002An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor894 cited
  • 2011Drawing to Learn in Science745 cited
  • 2006The structure and function of explanations642 cited
  • 2010Academically Adrift561 cited
  • 1995The Emergence of Abstract Representations in Dyad Problem Solving410 cited
  • 2006Promoting Transfer: Effects of Self-Explanation and Direct Instruction395 cited
  • 2002The American College Teacher: National Norms for the 2001-2002 HERI Faculty Survey.379 cited

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  • 2006Learning from text with diagrams: Promoting mental model development and inference generation.370 cited
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