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Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values
16 references·0 citing·41 second hop
Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values (2015)Effects of a training intervention to fos…Toward an Instructionally Oriented Theory of Example‐Based Learning (2013)Toward an Instructionally Ori…Handbook of Research on Learning and Instruction (2011)Handbook of Research on Learn…Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations (2008)Assisting self-explanation pr…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…Proceedings of the 6th international conference on Learning sciences (2004)Proceedings of the 6th intern…Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college (2004)Exploring the dimensions of p…Epistemological Resources: Applying a New Epistemological Framework to Science Instruction (2004)Epistemological Resources: Ap…The Development of Argument Skills (2003)The Development of Argument S…How do People Know? (2001)How do People Know?The development of epistemological understanding (2000)The development of epistemolo…The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)The Development of Epistemolo…The Skills of Argument (1991)The Skills of ArgumentPutting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill (1990)Putting the Self in Self-Regu…Education for Thinking (1986)Education for ThinkingInternational Encyclopedia of the Social Sciences. (1968)International Encyclopedia of…Conflict, arousal, and curiosity. (1960)Conflict, arousal, and curios…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)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Cognitive Architecture and Instructional Design (1998)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)Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2016)Arguing and Thinking: A Rhetorical Approach to Social Psychology (1987)The concept of activity in Soviet psychology (2002)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Argumentation in Science Education: An Overview (2007)Making sense of argumentation and explanation (2008)Advances in Instructional Psychology (2019)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Naturalistic inquiry (1985)Situated Learning: Legitimate Peripheral Participation. (1994)Toward a design theory of problem solving (2000)Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception (1983)Life-Span Development and Behavior (1984)A Developmental Model of Critical Thinking (1999)Understanding students' practical epistemologies and their influence on learning through inquiry (2005)Mind in Society: The Development of Higher Psychological Processes (1978)Self-Efficacy: The Exercise of Control (1999)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Implications for educational practice of the science of learning and development (2019)Drawing to Learn in Science (2011)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries (1992)Well-being : the foundations of hedonic psychology (1999)The Psychological Meaning of Words: LIWC and Computerized Text Analysis Methods (2009)Getting a life: The emergence of the life story in adolescence. (2000)Handbook of Self-Regulation of Learning and Performance (2017)Comparative Politics and the Comparative Method (1971)The New Institutionalism: Organizational Factors in Political Life (1983)Modernization, cultural change, and democracy the human development sequence (2005)
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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
  • 1960Conflict, arousal, and curiosity.6,018 cited
  • 1968International Encyclopedia of the Social Sciences.3,486 cited
  • 1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning3,175 cited
  • 1991The Skills of Argument2,094 cited
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  • 2004Proceedings of the 6th international conference on Learning sciences482 cited
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  • 2001How do People Know?369 cited
  • 1990Putting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill296 cited
  • 2004Epistemological Resources: Applying a New Epistemological Framework to Science Instruction285 cited
  • 2004Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college

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269 cited
  • 2008Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations238 cited
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