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Helping students know'further'-increasing the flexibility of students' knowledge using symbolic invention tasks
11 references·1 citing·49 second hop
Helping students know'further'-increasing the flexibility of students' knowledge using symbolic invention tasks (2009)Helping students know'further'-increasing…Microdevelopment: Transition Processes in Development and Learning (2009)Microdevelopment: Transition …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…Microgenetic studies of self-explanation (2002)Microgenetic studies of self-…Rethinking Transfer: A Simple Proposal with Multiple Implications (1999)Rethinking Transfer: A Simple…Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Misconceptions Reconceived: A…Discovery Learning and Transfer of Problem-Solving Skills (1990)Discovery Learning and Transf…Computer simulations to stimulate scientific problem solving (1987)Computer simulations to stimu…Child development and education in Japan. (1986)Child development and educati…TWO COURSES OF EXPERTISE (1984)TWO COURSES OF EXPERTISEThe role of a mental model in learning to operate a device (1984)The role of a mental model in…Conjectures and Refutations: The Growth of Scientific Knowledge. (1965)Conjectures and Refutations: …Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures (2023)Assessing Metacognitive Regul…Conceptual Change in Childhood (1985)Self-explanations: How students study and use examples in learning to solve problems (1989)Eliciting self-explanations improves understanding, (1994)Peer reviewers learn from giving comments (2010)The effectiveness of using incorrect examples to support learning about decimal magnitude (2011)Inducing Self-Explanation: a Meta-Analysis (2018)The Psychology of Literacy (1981)The Psychology Of Intelligence (2005)Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective (2006)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)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)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions. (1964)Mind in Society: The Development of Higher Psychological Processes (1978)Designing Educative Curriculum Materials to Promote Teacher Learning (2005)DeFT: A conceptual framework for considering learning with multiple representations (2006)Implications for educational practice of the science of learning and development (2019)Mental Models in Cognitive Science (1980)Some observations on mental models (1983)Situation Awareness: A Critical But Ill-Defined Phenomenon (1991)Mental animation: Inferring motion from static displays of mechanical systems. (1992)Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009)Flowing Waters or Teeming Crowds: Mental Models of Electricity (2014)Conditions of Learning (1965)The Computer in the School: Tutor, Tool, Tutee (1981)Teaching Critical Thinking (2002)The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students (2007)New Pedagogies on Teaching Science with Computer Simulations (2010)Beyond the Information Given (2025)The Structure of Scientific Revolutions (1963)Judgment under Uncertainty: Heuristics and Biases (1975)The situativity of knowing, learning, and research. (1998)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)Computer Support for Knowledge-Building Communities (1994)Making knowledge the basis of a dynamic theory of the firm (1996)The relationship between corporate social responsibility and shareholder value: an empirical test of the risk management hypothesis (2008)Contexts of Achievement: A Study of American, Chinese, and Japanese Children (1990)Cultural Variation in the Self-Concept (1991)Keeping It Complex (2013)Integration of Social Identities in the Self: Toward a Cognitive-Developmental Model (2007)Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations (2008)Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples (2012)
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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
  • 1965Conjectures and Refutations: The Growth of Scientific Knowledge.4,189 cited
  • 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,703 cited
  • 1999Rethinking Transfer: A Simple Proposal with Multiple Implications1,409 cited
  • 1986Child development and education in Japan.829 cited
  • 1984TWO COURSES OF EXPERTISE777 cited
  • 1984The role of a mental model in learning to operate a device484 cited
  • 2002Microgenetic studies of self-explanation298 cited
  • 2009Microdevelopment: Transition Processes in Development and Learning179 cited
  • 1987Computer simulations to stimulate scientific problem solving148 cited
  • 1990Discovery Learning and Transfer of Problem-Solving Skills90 cited

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  • 2023Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures39 cited

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