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The use of schema theory in the design of instructional materials: A physics example
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/bf00177327openalex-snapshot
The elaboration theory of instruction: A model for sequencing and synthesizing instruction
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The psychology of computer vision
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A FRAMEWORK FOR REPRESENTING KNOWLEDGE
inferredcites →https://doi.org/10.1080/03626784.1978.11075579openalex-snapshot
Tools for Curriculum Research and Development: Potential Contributions from Cognitive Science
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Self-paced introductory physics course—An eight-year progress report
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Investigation of student understanding of the concept of velocity in one dimension
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Educational Psychology: A Cognitive View
inferredcites →https://doi.org/10.2307/1162336openalex-snapshot
Frameworks for Comprehending Discourse
inferredcites →https://doi.org/10.2307/1162496openalex-snapshot
Schemata as Scaffolding for the Representation of Information in Connected Discourse
inferredcites →https://doi.org/10.2307/2217783openalex-snapshot
The Structure of Scientific Revolutions.
inferredcites →https://doi.org/10.3102/0091732x004001106openalex-snapshot
3: Epistemological Perspectives on Conceptions of Curriculum Organization and Learning
inferredcites →https://doi.org/10.4324/9781912281589openalex-snapshot
The Structure of Scientific Revolutions
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Clinical teaching in the ambulatory setting
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Should Science be Taught in Early Childhood?
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