SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Learning by exploring: How much guidance is optimal?
16 references·0 citing·44 second hop
Learning by exploring: How much guidance is optimal? (2019)Learning by exploring: How much guidance …Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016)Examining Productive Failure,…Does discovery-based instruction enhance learning? (2010)Does discovery-based instruct…Constructivist instruction : success or failure? (2009)Constructivist instruction : …Interest—The Curious Emotion (2008)Interest—The Curious EmotionWhy Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Load Theory and Com…The Equivalence of Learning Paths in Early Science Instruction (2004)The Equivalence of Learning P…Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Should There Be a Three-Strik…Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Nine Ways to Reduce Cognitive…A Short, Reliable Measure of Subjective Knowledge (1999)A Short, Reliable Measure of …Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…A Time For Telling (1998)A Time For TellingMetacognition: Knowing about Knowing (1995)Metacognition: Knowing about …Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. (1992)Training strategies for attai…Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. (1982)Control and information in th…A THEORY OF HUMAN CURIOSITY (1954)A THEORY OF HUMAN CURIOSITYReciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)How people learn (2000)THE ACT OF DISCOVERY (2006)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Cognitive Load Theory (2011)Personal causation : the internal affective determinants of behavior. -- (1968)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Cognitive Load During Problem Solving: Effects on Learning (1988)Self-explanations: How students study and use examples in learning to solve problems (1989)The Expertise Reversal Effect (2003)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (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 Theory of Multimedia Learning (2014)Contextual prerequisites for understanding: Some investigations of comprehension and recall (1972)The Processing of Information and Structure (1974)Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning (1998)Metacognition in Educational Theory and Practice (1998)Problem-Based Learning: What and How Do Students Learn? (2004)Principles of Instructional Design (1974)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory, educational research, and instructional design: some food for thought (2009)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)Implications for educational practice of the science of learning and development (2019)Curiosity and the pleasures of learning: Wanting and liking new information (2005)Students' questions: a potential resource for teaching and learning science (2008)The Wick in the Candle of Learning (2009)
this work references cited by second hop

References

  • 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
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,199 cited
  • 1982Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory.2,720 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 2005Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions2,204 cited
  • 1992Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.2,149 cited
  • 2010Does discovery-based instruction enhance learning?1,334 cited
  • 1998A Time For Telling1,036 cited
  • 1954A THEORY OF HUMAN CURIOSITY929 cited
  • 2004The Equivalence of Learning Paths in Early Science Instruction919 cited
  • 1995Metacognition: Knowing about Knowing877 cited
  • 1999A Short, Reliable Measure of Subjective Knowledge862 cited
  • 2008Interest—The Curious Emotion856 cited
  • 2009Constructivist instruction : success or failure?

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

539 cited
  • 2016Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning520 cited
  • Cited by

    No citing works inside the corpus for this window.