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The Multispecies Sociality of Digestion and the Microbiopolitics of the Belly Among Somalis in Ethiopia.
16 references·0 citing·54 second hopsampled
The Multispecies Sociality of Digestion and the Microbiopolitics of the Belly Among Somalis in Ethiopia. (2024)The Multispecies Sociality of Digestion a…Why 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…Thinking Like a Wolf, a Sheep, or a Firefly: Learning Biology Through Constructing and Testing Computational Theories—An Embodied Modeling Approach (2006)Thinking Like a Wolf, a Sheep…The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004)The Role of Self-Regulated Le…Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Should There Be a Three-Strik…Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning (2004)Co-Lab: research and developm…A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions (2004)A conceptual framework for sc…Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions (2003)Scaffolding students’ problem…Promoting General Metacognitive Awareness (2001)Promoting General Metacogniti…The Role of Goal Orientation in Self-Regulated Learning (2000)The Role of Goal Orientation …Scaffolding students' knowledge integration: prompts for reflection in KIE (2000)Scaffolding students' knowled…Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking (1999)Supporting learning of variab…Scientific Discovery Learning with Computer Simulations of Conceptual Domains (1998)Scientific Discovery Learning…Instructional design models for well-structured and III-structured problem-solving learning outcomes (1997)Instructional design models f…Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Feedback and Self-Regulated L…ThinkerTools: Causal Models, Conceptual Change, and Science Education (1993)ThinkerTools: Causal Models, …Facilitating Elaborative Learning Through Guided Student-Generated Questioning (1992)Facilitating Elaborative Lear…Reciprocal 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)Intrinsic Motivation and Self-Determination in Human Behavior (1985)The theory of planned behavior (1991)Self-Efficacy: The Exercise of Control (1999)A 2 × 2 achievement goal framework. 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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
  • 2000The Role of Goal Orientation in Self-Regulated Learning5,169 cited
  • 1995Feedback and Self-Regulated Learning: A Theoretical Synthesis3,321 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 1997Instructional design models for well-structured and III-structured problem-solving learning outcomes1,609 cited
  • 1998Scientific Discovery Learning with Computer Simulations of Conceptual Domains1,592 cited
  • 2001Promoting General Metacognitive Awareness1,245 cited
  • 2006Thinking Like a Wolf, a Sheep, or a Firefly: Learning Biology Through Constructing and Testing Computational Theories—An Embodied Modeling Approach557 cited
  • 2000Scaffolding students' knowledge integration: prompts for reflection in KIE531 cited
  • 2003Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions518 cited
  • 1993ThinkerTools: Causal Models, Conceptual Change, and Science Education492 cited
  • 2004A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions424 cited
  • 1992Facilitating Elaborative Learning Through Guided Student-Generated Questioning354 cited

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  • 2004Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning335 cited
  • 1999Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking316 cited
  • 2004The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia297 cited
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