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Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking
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Mathematical Problem Solving
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Problem Solving Ability
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Instructional design models for well-structured and III-structured problem-solving learning outcomes
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Designing technology to support reflection
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Cognitive requirements for learning with open-ended learning environments
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Analogical problem solving
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Reflective judgment: Concepts of justification and their relationship to age and education
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Self-explanations: How students study and use examples in learning to solve problems
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Peer interaction and learning in small groups
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Qualitative Data Analysis: An Expanded Sourcebook
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Teachability of Reflective Processes in Written Composition
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Group composition, group interaction, and achievement in cooperative small groups.
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Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.
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Effects of training in strategic questioning on children's problem-solving performance.
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Effects of Advance Questioning and Prior Knowledge on Science Learning
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Effects of Guided Cooperative Questioning on Children's Knowledge Construction
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Impact of Group Processing on Achievement in Cooperative Groups
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Problem-Solving Strategies
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Peer Interaction in Reading comprehension Instruction
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Scaffolding students' knowledge integration: prompts for reflection in KIE
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Case study research: design and methods
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Cognition, Metacognition, and Epistemic Cognition
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Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
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Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction
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Facilitating Elaborative Learning Through Guided Student-Generated Questioning
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Learning by Collaborating: Convergent Conceptual Change
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Using Questioning to Guide Student Thinking
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Categorization and Representation of Physics Problems by Experts and Novices*
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Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
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Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts
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A Qualitative Analysis of Scaffolding Use in a Resource-Based Learning Environment Involving the World Wide Web
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Computer-Supported Intentional Learning Environments
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Verbal Interaction and Problem-Solving within Computer-Assisted Cooperative Learning Groups
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Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain
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Self-Questioning Instructional Research: A Review
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Complex Problem Solving: Principles and Mechanisms
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Comparison Of Computer-Assisted Cooperative, Competitive, And Individualistic Learning
inferredcites →https://doi.org/10.3102/00346543066002181openalex-snapshot
Teaching Students to Generate Questions: A Review of the Intervention Studies
inferredcites →https://doi.org/10.3102/00346543071003449openalex-snapshot
Small Group and Individual Learning with Technology: A Meta-Analysis
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Toward a Conceptual Framework for Mixed-Method Evaluation Designs
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Group Processes in the Classroom
inferredcites →https://doi.org/10.4324/9780203056950openalex-snapshot
School and Classroom Organization
inferredcites →https://doi.org/10.4324/9780203056950-5openalex-snapshot
Cooperative Learning and Student Achievement
inferredcites →https://doi.org/10.4324/9780203843130openalex-snapshot
Applied Multivariate Statistics for the Social Sciences
inferredcites →https://doi.org/10.4324/9781003758167openalex-snapshot
Metacognition, Motivation, and Understanding
inferredcites →https://doi.org/10.4324/9781003758167-5openalex-snapshot
Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms
inferredcites →https://doi.org/10.4324/9781315044408-13openalex-snapshot
Guided, Cooperative Learning and Individual Knowledge Acquisition
inferredcites →https://doi.org/10.4324/9781410603784-12openalex-snapshot
Designing Constructivist Learning Environments 1
inferredcites →https://doi.org/10.5860/choice.34-3084openalex-snapshot
Handbook of educational psychology
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CSCL, theory and practice of an emerging paradigm
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Handbook of qualitative research
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How can Scaffolding Effectively Promote Students’ Problem-Solving Ability: A Meta-Analysis
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Correction: How can Scaffolding Effectively Promote Students’ Problem-Solving Ability: A Meta-Analysis
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Designing a Framework to Facilitate Metacognitive Strategy Development in Computer-Mediated Problem-Solving Instruction
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A Narrative Review on Scaffolding to Support Ill-Structured Problem Solving from 2000–2022
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Enhancement of Stay-at-Home Learning for the Biomechanics Laboratory Course During COVID-19 Pandemic
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Concept Mapping as a Metacognition Tool in a Problem-Solving-Based BME Course During In-Person and Online Instruction
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Facilitating group work through collaboration instructions using a digital environment
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Unweaving the human response in daylighting design
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Epistemic cooperation scripts in online learning environments: fostering learning by reducing uncertainty in discourse?
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The effects of scaffolding metacognitive activities in small groups
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Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills
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The educational impact of metacognitive group coordination in computer-supported collaborative learning
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Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning
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Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation
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Assessor or assessee? Investigating the differential effects of online peer assessment roles in the development of students’ problem-solving skills
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Using cognitive mapping to foster deeper learning with complex problems in a computer-based environment
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The effect of sustained vs. faded scaffolding on students’ argumentation in ill-structured problem solving
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Computer-Based Learning Environments for Deeper Learning in Problem-Solving Contexts
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Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms
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The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning
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A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge
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The effect of multiple scaffolding tools on students’ understanding, consideration of different perspectives, and misconceptions of a complex problem
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A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning
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Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts
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Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice
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Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning
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Advancing young adolescents’ hypothesis-development performance in a computer-supported and problem-based learning environment
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Opening The Door: An evaluation of the efficacy of a problem-based learning game
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Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners' discourse functions
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Promoting science learning in game-based learning with question prompts and feedback
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An analysis of student collaborative problem solving activities mediated by collaborative simulations
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Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104683openalex-snapshot
Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship
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The learning analytics of computational scientific modeling with self-explanation for subgoals and demonstration scaffolding
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Improving hybrid brainstorming outcomes with computer-supported scaffolds: Prompts and cognitive group awareness
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Cognitive process grouping on students’ mathematical creative problem solving: Evidence from clustering analysis, lag sequence analysis, and hidden Markov model
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Supporting reflection in technology-enhanced learning
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When metacognitive prompts help information search in collaborative setting
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Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning
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College students' experience of online argumentation: Conceptions, approaches and the conditions of using question prompts
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College students' skills of online argumentation: The role of scaffolding and their conceptions
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Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers' lesson planning skills
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Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university
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Do question prompts support students in working with peer feedback?
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Development of a problem-based learning model via a virtual learning environment
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Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance
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Total cost analysis in purchasing education: A two-step open-ended teaching case approach
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A Conceptual Framework for Social Network to Support Collaborative Learning (SSCL) for Enhancing Knowledge Construction of Grade 3 Students
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The Effect of Use of Concept Maps on Problem Solving Performance and Attitude in Mechanical Engineering Course
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Guided Reflection to Support Quality of Reflection and Inquiry in Web-based Learning
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Let's Scaffold Elementary G1 Students Playing with English
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Motivating students with optimal challenge in an open learning environment
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The effect of peer assessment on problem solving skills of prospective teachers supported by online learning activities
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Ask, don't tell; A complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding
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Associations between teaching approaches, epistemological beliefs, utility value, and science-related career choice: A study across different metacognitive levels
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Providing Formative Peer Feedback
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Adaptive Tutoring Technologies and Ill-Defined Domains
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Through the Looking CLASS: When Peer Leader Learning Attitudes Are Not What They Seem
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Investigating preservice teachers' professional growth in self-regulated learning environments.
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When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.
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The effects of a concept map-based support tool on simulation-based inquiry learning.
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Talking through the problems: a study of discourse in peer-led small groups
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Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts
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Productive features of problem solving in chemical kinetics: more than just algorithmic manipulation of variables
inferred← citeshttps://doi.org/10.1039/d0rp00206bopenalex-snapshot
Beyond the beaker: students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory
inferred← citeshttps://doi.org/10.1039/d0rp00345jopenalex-snapshot
Chemistry self-efficacy in lower-division chemistry courses: changes after a semester of instruction and gaps still remain between student groups
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Characterization of student problem solving and development of a general workflow for predicting organic reactivity
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Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices
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Development of problem-solving skills supported by metacognitive scaffolding: insights from students’ written work
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Developing authentic problems through lived experiences in nature
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Scaffolding for solving problem in static fluid: A case study
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Enhancement of 9th grader students’ 21st century skills through inquiry-based questions in integrated STEM activity
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The development of ill-structured problem-solving skills test using local socio-scientific issues (SSI) on the topic of solution chemistry
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Assessing higher order thinking skills of the 21st century learners using socio-scientific issues as a context
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Attention management for dynamic and adaptive scaffolding
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The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
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Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students
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Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation
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A Framework for Designing Scaffolds That Improve Motivation and Cognition
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Interleaving scaffolding and differentiated instruction: Complementary teaching methods for advancing students’ learning
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Young adolescents' metacognition and domain knowledge as predictors of hypothesis‐development performance in a computer‐supported context
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The Multispecies Sociality of Digestion and the Microbiopolitics of the Belly Among Somalis in Ethiopia.
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Peer assessment of contributions and learning processes in group projects: an analysis of information technology undergraduate students’ performance
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Learning by progressive inquiry in a physics lesson with the support of cloud-based technology
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Studying the impact of three different instructional methods on preservice teachers’ decision-making
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Guidelines for teaching with ill-structured real-world engineering problems: insights from a redesigned engineering project management course
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Ill-structured problems in capstone courses – investigating students’ approaches and experience
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Training law students like athletes: experimenting with the constraints-led approach in law clinics
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Enhancing Chinese college students’ transfer of learning through service-learning
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Effects of Peer-Led Online Asynchronous Discussion on Undergraduate Students' Cognitive Achievement
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Extending Students’ Practice of Metacognitive Regulation Skills with the Science Writing Heuristic
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