On the public citation graph

Schools for thought: a science of learning in the classroom

https://doi.org/10.5860/choice.31-1642
0 signed · 346 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.3217/jucs-004-03-0273openalex-extracted
Evaluating Educational Multimedia in the Context of Use
inferred← citeshttps://doi.org/10.1002/(sici)1099-0720(199611)10:7<33::aid-acp436>3.0.co;2-eopenalex-snapshot
Constructing Self-Explanations and Scaffolded Explanations in Tutoring
inferred← citeshttps://doi.org/10.1002/1098-2736(200011)37:9<981::aid-tea7>3.0.co;2-1openalex-snapshot
The effects of instructional intervention on improving proportional, probabilistic, and correlational reasoning skills among undergraduate education majors
inferred← citeshttps://doi.org/10.1002/9780470753545.biblioopenalex-snapshot
Bibliography
inferred← citeshttps://doi.org/10.1002/9781119399490.ch12openalex-snapshot
Action Research for Teacher Professional Development
inferred← citeshttps://doi.org/10.1002/chp.4750160402openalex-snapshot
Cognitive learning theory and continuing health professions education
inferred← citeshttps://doi.org/10.1002/cplx.1027openalex-snapshot
Problem solving, cognition, and complex systems: Differences between experts and novices
inferred← citeshttps://doi.org/10.1002/j.0022-0337.2002.66.6.tb03550.xopenalex-snapshot
Reflections on Clinical Practice by First‐Year Dental Students: A Qualitative Study
inferred← citeshttps://doi.org/10.1002/j.2168-9830.2004.tb00808.xopenalex-snapshot
Assessing Adaptive Expertise in Undergraduate Biomechanics
inferred← citeshttps://doi.org/10.1002/sce.10001openalex-snapshot
Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks
inferred← citeshttps://doi.org/10.1002/sce.20053openalex-snapshot
Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders
inferred← citeshttps://doi.org/10.1002/sce.20177openalex-snapshot
Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K‐8 science teaching
inferred← citeshttps://doi.org/10.1002/tl.37219966805openalex-snapshot
Connecting problem‐based practices with educational theory
inferred← citeshttps://doi.org/10.1002/tl.43openalex-snapshot
Biology Is to Medicine as Psychology Is to Education: True or False?
inferred← citeshttps://doi.org/10.1002/wcs.54openalex-snapshot
Learning sciences
inferred← citeshttps://doi.org/10.1006/ceps.1999.1045openalex-snapshot
Beliefs about Learning in Children's Understanding of Science Texts
inferred← citeshttps://doi.org/10.1007/0-387-24319-4_5openalex-snapshot
Barriers and Biases in Computer-Mediated Expert-Layperson-Communication
inferred← citeshttps://doi.org/10.1007/1-4020-2954-3_23openalex-snapshot
Applied Linguistics and Language Teacher Education: What We Know
inferred← citeshttps://doi.org/10.1007/1-4020-3526-8_26openalex-snapshot
Analyzing Dynamic Pendulum Motion in an Interactive Online Environment Using Flash
inferred← citeshttps://doi.org/10.1007/1-4020-4996-x_13openalex-snapshot
Moral Reasoning and Case-Based Approaches to Ethical Instruction in Science
inferred← citeshttps://doi.org/10.1007/2288-6729-7-2-53openalex-snapshot
Understanding and Using Early Learning Standards for Young Children Globally
inferred← citeshttps://doi.org/10.1007/3-540-44796-2_22openalex-snapshot
Learning Spaces in Digital Libraries
inferred← citeshttps://doi.org/10.1007/978-0-387-70892-8openalex-snapshot
The Teacher’s Role in Implementing Cooperative Learning in the Classroom
inferred← citeshttps://doi.org/10.1007/978-1-4471-4474-8_4openalex-snapshot
Cognitive Science and Biomedical Informatics
inferred← citeshttps://doi.org/10.1007/978-1-4612-0669-9_7openalex-snapshot
The Concept and Utility of Intelligence
inferred← citeshttps://doi.org/10.1007/978-1-4899-8080-9_14openalex-snapshot
Making Tacit Knowledge and Practices More Explicit for the Development of TPACK
inferred← citeshttps://doi.org/10.1007/978-3-319-29986-0_5openalex-snapshot
Guided Play: A Solution to the Play Versus Learning Dichotomy
inferred← citeshttps://doi.org/10.1007/978-3-319-32954-3_18openalex-snapshot
Helping Low Achievers to Succeed in Tertiary Education: Explicit Teaching of Academic Literacy as a Way to Positive Educational Experiences
inferred← citeshttps://doi.org/10.1007/978-3-322-99278-9_2openalex-snapshot
Wie abstrakt lernt das Grundschulkind?
inferred← citeshttps://doi.org/10.1007/978-3-540-74829-8_73openalex-snapshot
Learning Phase Model Based Scaffolding and Its Fading to Facilitate Collaborative Learning of Critical Thinking
inferred← citeshttps://doi.org/10.1007/978-3-540-85567-5_72openalex-snapshot
Learning Environment for Improving Critical Thinking Skills Based on New Synthesis Theory
inferred← citeshttps://doi.org/10.1007/978-3-642-39226-9_17openalex-snapshot
Development and Evaluation of a Mobile Search System for Science Experiments to Connect School Knowledge to Common Knowledge
inferred← citeshttps://doi.org/10.1007/978-3-662-05320-1_5openalex-snapshot
Using Agent Technology to Improve the Quality of Web-Based Education
inferred← citeshttps://doi.org/10.1007/978-3-663-09487-6_8openalex-snapshot
Unterstützung des Strategiewandels durch Performance Simulation bei der Siemens AG
inferred← citeshttps://doi.org/10.1007/978-94-011-4940-2_46openalex-snapshot
Emerging Issues and Practices in Science Assessment
inferred← citeshttps://doi.org/10.1007/978-94-011-5268-6_22openalex-snapshot
Cognitive Science Perspectives On Learning And Instructional Quality
inferred← citeshttps://doi.org/10.1007/978-94-6209-299-0_6openalex-snapshot
Building on Schoenfeld’s Studies of Metacognitive Control Towards Social Metacognitive Control
inferred← citeshttps://doi.org/10.1007/978-981-10-0575-6_10openalex-snapshot
Development of Gaming Material and Design Framework for Integrating Entrepreneurship Education into Problem-Based Learning in Mathematics
inferred← citeshttps://doi.org/10.1007/978-981-13-8039-6_42openalex-snapshot
Physical and Mental Environments for Simulation and Gaming: The Facilitator’s Role as a Designer of Environments
inferred← citeshttps://doi.org/10.1007/bf02300428openalex-snapshot
Computerized prompting partners and keystroke recording devices: Two macro driven writing tools
inferred← citeshttps://doi.org/10.1007/bf02300494openalex-snapshot
Social and educational reform in New Zealand: The promise and threat of information technology
inferred← citeshttps://doi.org/10.1007/bf02504715openalex-snapshot
Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software
inferred← citeshttps://doi.org/10.1007/bf02504858openalex-snapshot
Problem-based learning and self-efficacy: How a capstone course prepares students for a profession
inferred← citeshttps://doi.org/10.1007/bf03173216openalex-snapshot
The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving
inferred← citeshttps://doi.org/10.1007/bf03178760openalex-snapshot
Synthesising information from various texts: A study of procedures and products at different educational levels
inferred← citeshttps://doi.org/10.1007/bf03217390openalex-snapshot
Strategies employed by upper secondary students for overcoming or exploiting conditions affecting accessibility of applications tasks
inferred← citeshttps://doi.org/10.1007/s10111-002-0106-7openalex-snapshot
Adaptive-creative versus routine-reproductive expertise in hypermedia design: an exploratory study
inferred← citeshttps://doi.org/10.1007/s10798-013-9241-0openalex-snapshot
Connecting the STEM dots: measuring the effect of an integrated engineering design intervention
inferred← citeshttps://doi.org/10.1007/s10956-004-1466-yopenalex-snapshot
Integrating Curriculum, Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher
inferred← citeshttps://doi.org/10.1007/s11013-021-09731-8openalex-snapshot
Politics of Plasticity: Implications of the New Science of the “Teen Brain” for Education
inferred← citeshttps://doi.org/10.1007/s11409-024-09374-1openalex-snapshot
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study
inferred← citeshttps://doi.org/10.1007/s11412-006-6842-6openalex-snapshot
Situating CoWeb: a scholarship of application
inferred← citeshttps://doi.org/10.1007/s11423-018-9630-xopenalex-snapshot
A developmental study on a SPAT design model for mobile learning
inferred← citeshttps://doi.org/10.1007/s11948-005-0010-7openalex-snapshot
Making good use of online case study materials
inferred← citeshttps://doi.org/10.1016/0898-5898(94)90002-7openalex-snapshot
First language acquisition as a guide for theories of learning and pedagogy
inferred← citeshttps://doi.org/10.1016/0898-5898(94)90020-5openalex-snapshot
Discourses: Reflections on M.A.K. Halliday's “toward a language-based theory of learning”
inferred← citeshttps://doi.org/10.1016/b0-08-043076-7/02382-2openalex-snapshot
Instructional Psychology
inferred← citeshttps://doi.org/10.1016/b0-08-043076-7/02441-4openalex-snapshot
Science Education
inferred← citeshttps://doi.org/10.1016/b978-0-08-044894-7.00063-4openalex-snapshot
Curriculum, Digital Resources and Delivery
inferred← citeshttps://doi.org/10.1016/b978-0-08-044894-7.00081-6openalex-snapshot
Science
inferred← citeshttps://doi.org/10.1016/b978-0-08-044894-7.00742-9openalex-snapshot
Knowledge Communities in the Classroom
inferred← citeshttps://doi.org/10.1016/b978-0-12-374541-5.50040-7openalex-snapshot
Introduction to Media
inferred← citeshttps://doi.org/10.1016/b978-0-12-814253-0.00025-5openalex-snapshot
Interactions with Technology as a Cognitive, Healthy Aging Hormetic Stimulus
inferred← citeshttps://doi.org/10.1016/b978-012064455-1/50016-6openalex-snapshot
Mozart and the Mind
inferred← citeshttps://doi.org/10.1016/b978-012554257-9/50005-xopenalex-snapshot
The Failure of Educational Research to Impact Educational Practice
inferred← citeshttps://doi.org/10.1016/j.cogdev.2018.05.001openalex-snapshot
Inductive reasoning, food neophobia, and domain-specificity in preschoolers
inferred← citeshttps://doi.org/10.1016/j.compedu.2005.01.003openalex-snapshot
Intensive use of ICT in school: Developing differences in students’ ICT expertise
inferred← citeshttps://doi.org/10.1016/j.esp.2005.10.002openalex-snapshot
What purposes, specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’
inferred← citeshttps://doi.org/10.1016/j.futures.2023.103245openalex-snapshot
You are not one, you are a thousand: Findings from a future-oriented participatory action research
inferred← citeshttps://doi.org/10.1016/j.iheduc.2004.12.001openalex-snapshot
Digital game-based learning: Towards an experiential gaming model
inferred← citeshttps://doi.org/10.1016/j.ijer.2010.03.003openalex-snapshot
The impact of attending after-school care schemes on science achievement in primary school: A Norwegian study
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2017.08.001openalex-snapshot
Classroom assignments as measures of teaching quality
inferred← citeshttps://doi.org/10.1016/j.procs.2014.02.025openalex-snapshot
EasyLexia: A Mobile Application for Children with Learning Difficulties
inferred← citeshttps://doi.org/10.1016/j.respol.2019.103835openalex-snapshot
What people learn about how people learn: An analysis of citation behavior and the multidisciplinary flow of knowledge
inferred← citeshttps://doi.org/10.1016/j.sbspro.2011.11.394openalex-snapshot
Surveying the Effect of Metacognitive Education on the on the Mathematics Achievement of 1st Grade High Junior School Female Students in Educational District 5, Tehran City, 2009-10 Educational Year
inferred← citeshttps://doi.org/10.1016/j.sbspro.2012.12.078openalex-snapshot
Directed Forgetting and Academic Performance in Secondary School Students
inferred← citeshttps://doi.org/10.1016/j.tate.2012.07.007openalex-snapshot
Teacher–student interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms
inferred← citeshttps://doi.org/10.1016/j.tine.2014.01.003openalex-snapshot
The Latin American School on Education and the Cognitive and Neural Sciences: Goals and challenges
inferred← citeshttps://doi.org/10.1016/s0360-1315(00)00007-5openalex-snapshot
Students’ skills and practices of using ICT: results of a national assessment in Finland
inferred← citeshttps://doi.org/10.1016/s0742-051x(97)00021-8openalex-snapshot
Varieties of wisdom in the practice of teachers
inferred← citeshttps://doi.org/10.1016/s0747-5632(01)00021-8openalex-snapshot
Instructional design and emerging teaching models in higher education
inferred← citeshttps://doi.org/10.1016/s0748-5751(98)00012-8openalex-snapshot
Alternative instructional strategies for creative and critical thinking in the accounting curriculum
inferred← citeshttps://doi.org/10.1016/s0885-2014(98)90006-5openalex-snapshot
When is a triangle not a triangle? Young children's developing concepts of geometric shape
inferred← citeshttps://doi.org/10.1016/s0898-1221(97)90159-0openalex-snapshot
Philosophy and cognitive science
inferred← citeshttps://doi.org/10.1016/s0959-4752(00)00035-9openalex-snapshot
Introducing talk and writing for conceptual change: a classroom study
inferred← citeshttps://doi.org/10.1016/s0959-4752(98)00031-0openalex-snapshot
From context to contextualizing
inferred← citeshttps://doi.org/10.1016/s0959-4752(99)00029-8openalex-snapshot
Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology
inferred← citeshttps://doi.org/10.1016/s1041-6080(02)00045-6openalex-snapshot
Introduction to the special issue on evolutionary educational psychology
inferred← citeshttps://doi.org/10.1016/s1479-3687(03)10008-9openalex-snapshot
8. LINKING ON-LINE VIDEO AND CURRICULUM TO LEVERAGE COMMUNITY KNOWLEDGE
inferred← citeshttps://doi.org/10.1016/s1479-3687(05)11004-9openalex-snapshot
Teachers’ Personal Models of Instructional Design
inferred← citeshttps://doi.org/10.1016/s1570-2464(02)80007-6openalex-snapshot
Standard logic as a model of reasoning: The empirical critique
inferred← citeshttps://doi.org/10.1017/9781009475105openalex-snapshot
Public Engagement with Science
inferred← citeshttps://doi.org/10.1017/cbo9780511777608openalex-snapshot
How Students Come to Be, Know, and Do
inferred← citeshttps://doi.org/10.1017/cbo9780511840975.005openalex-snapshot
Vygotsky's Doctrine of Scientific Concepts
inferred← citeshttps://doi.org/10.1017/cbo9781107588318openalex-snapshot
Vygotsky for Educators
inferred← citeshttps://doi.org/10.1017/cbo9781107707221.003openalex-snapshot
The Prehistory of the Learning Sciences
inferred← citeshttps://doi.org/10.1017/cbo9781139013451.016openalex-snapshot
Adaptive Expertise and Knowledge Fluency in Design and Innovation
inferred← citeshttps://doi.org/10.1017/s0140525x00003447openalex-snapshot
Précis of Simple heuristics that make us smart
inferred← citeshttps://doi.org/10.1023/a:1008665913766openalex-snapshot
Constructivisms and Objectivity: Disentangling Metaphysics from Pedagogy
inferred← citeshttps://doi.org/10.1023/a:1015828913383openalex-snapshot
The “Hand-off” as a Flawed Approach to Disseminating Innovation: Lessons from Chemistry
inferred← citeshttps://doi.org/10.1023/a:1021516205050openalex-snapshot
Designing Reflections on Practice: Helping Teachers Apply Cognitive Learning Principles in an SFT — Inquiry-Based Learning Program
inferred← citeshttps://doi.org/10.1023/b:itde.0000007363.44114.3bopenalex-snapshot
The Grounding of a Discipline: Cognition and Instruction in Technology Education
inferred← citeshttps://doi.org/10.1023/b:rise.0000021034.01508.b8openalex-snapshot
Knowledge Integration in Science Teaching: Analysing Teachers' Knowledge Development
inferred← citeshttps://doi.org/10.1037//0003-066x.53.1.27openalex-snapshot
Two ways to elaborate Vygotsky's concept of mediation.
inferred← citeshttps://doi.org/10.1037//0022-0663.93.2.279openalex-snapshot
Effect of topic label repetition and importance on reading time and recall of text.
inferred← citeshttps://doi.org/10.1037/0003-066x.59.1.14openalex-snapshot
Should There Be a Three-Strikes Rule Against Pure Discovery Learning?
inferred← citeshttps://doi.org/10.1037/a0021017openalex-snapshot
Does discovery-based instruction enhance learning?
inferred← citeshttps://doi.org/10.1046/j.1365-2648.2001.01633.xopenalex-snapshot
Problem‐based learning in a new Canadian curriculum
inferred← citeshttps://doi.org/10.1053/ajem.2001.27137openalex-snapshot
The prevalence and implications of incidental findings on ED abdominal CT scans
inferred← citeshttps://doi.org/10.1057/9781137539724openalex-snapshot
A Pedagogy of Multiliteracies
inferred← citeshttps://doi.org/10.1063/1.5019532openalex-snapshot
Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue
inferred← citeshttps://doi.org/10.1080/00091380109601822openalex-snapshot
The Case Against Teaching
inferred← citeshttps://doi.org/10.1080/00131880500104341openalex-snapshot
Infusing technology into a mathematics methods course: any impact?
inferred← citeshttps://doi.org/10.1080/00220270701772389openalex-snapshot
A qualitative analysis of language learning tasks: the design of a tool
inferred← citeshttps://doi.org/10.1080/002202799183232openalex-snapshot
Constructivism and authentic pedagogy: State of the art and recent developments in the Dutch national curriculum in secondary education
inferred← citeshttps://doi.org/10.1080/00220973.2016.1277333openalex-snapshot
Supporting Deep Engagement: The Teaching for Transformative Experiences in Science (TTES) Model
inferred← citeshttps://doi.org/10.1080/00461520.2012.693353openalex-snapshot
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice
inferred← citeshttps://doi.org/10.1080/01421590050110795openalex-snapshot
Faculty development, teacher training and teacher accreditation in medical education: twenty years from now
inferred← citeshttps://doi.org/10.1080/01421590310001643154openalex-snapshot
The Clinical TeacherClinical teachers' tacit knowledge of basic pedagogic principles
inferred← citeshttps://doi.org/10.1080/016502501316934905openalex-snapshot
Development of concepts of interrelationships among duration, distance, and speed
inferred← citeshttps://doi.org/10.1080/0268093950100512openalex-snapshot
10. This time it's serious: post‐industrialism and the coming institutional change in education
inferred← citeshttps://doi.org/10.1080/03004279.2012.671840openalex-snapshot
Development and validation of nature of science instrument for elementary school students
inferred← citeshttps://doi.org/10.1080/03033910.1995.10558073openalex-snapshot
Developing children's thinking: A tale of three projects
inferred← citeshttps://doi.org/10.1080/03033910.1996.10558082openalex-snapshot
The 1996 PSl Lecture Teaching Thinking: Learning to Think - Thinking to Learn
inferred← citeshttps://doi.org/10.1080/03055690903425003openalex-snapshot
Stimulation of thinking skills in high school students
inferred← citeshttps://doi.org/10.1080/07377363.2002.10846675openalex-snapshot
Accelerated Degree Programs: Design and Policy Implications
inferred← citeshttps://doi.org/10.1080/07377366.2000.10400400openalex-snapshot
Adult Undergraduate Students: How Do They Define Their Experiences and Their Success?
inferred← citeshttps://doi.org/10.1080/07380569.2011.594988openalex-snapshot
Students Designing Video Games about Immunology: Insights for Science Learning
inferred← citeshttps://doi.org/10.1080/08993400903525099openalex-snapshot
Games and machine learning: a powerful combination in an artificial intelligence course
inferred← citeshttps://doi.org/10.1080/0950069022000038303openalex-snapshot
The impact of the MARS curriculum on students' ability to coordinate theory and evidence
inferred← citeshttps://doi.org/10.1080/09500690305017openalex-snapshot
Technology and science education: Starting points, research programs, and trends
inferred← citeshttps://doi.org/10.1080/0950069960180810openalex-snapshot
A holistic approach to preparing disadvantaged students to succeed in tertiary science studies. Part I. Design of the Science Foundation Programme (SFP)
inferred← citeshttps://doi.org/10.1080/0950069970190108openalex-snapshot
A holistic approach to preparing disadvantaged students to succeed in tertiary science studies. Part II. Outcomes of the Science Foundation Programme
inferred← citeshttps://doi.org/10.1080/0950069970190206openalex-snapshot
Reflective discourse: developing shared understandings in a physics classroom
inferred← citeshttps://doi.org/10.1080/0950069980200305openalex-snapshot
The ‘Mole Environment’ studyware: applying multidimensional analysis to quantitative chemistry problems
inferred← citeshttps://doi.org/10.1080/09639280210141680openalex-snapshot
Enhancing accounting students' problem-solving skills: the use of a hands-on conceptual model in an active learning environment
inferred← citeshttps://doi.org/10.1080/0969594032000148109openalex-snapshot
Assessing the Inaccessible: metacognition and attitudes
inferred← citeshttps://doi.org/10.1080/10402454.2009.10784632openalex-snapshot
How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools
inferred← citeshttps://doi.org/10.1080/10459880209604416openalex-snapshot
Teaching Reading and Writing to Struggling Middle School and High School Students: The Case for Reciprocal Teaching
inferred← citeshttps://doi.org/10.1080/10749039909524735openalex-snapshot
The interdependence between forms of mutuality and the development of theoretical interest in the classroom
inferred← citeshttps://doi.org/10.1080/10790195.2014.949551openalex-snapshot
Using Critical Thinking Rubrics to Increase Academic Performance
inferred← citeshttps://doi.org/10.1080/10862969909548052openalex-snapshot
Critical Issues: Reading and the New Literacy Studies: Reframing the National Academy of Sciences Report on Reading
inferred← citeshttps://doi.org/10.1080/1355800980350408openalex-snapshot
Situated Learning as a Model for the Design of an Interactive Multimedia Program on Medication Administration for Nurses
inferred← citeshttps://doi.org/10.1080/14926150209556514openalex-snapshot
New drivers for new science education highways
inferred← citeshttps://doi.org/10.1080/15332276.2006.11673475openalex-snapshot
The New Millennium in Mind Survey: An Assessment of Professional Confidence
inferred← citeshttps://doi.org/10.1080/15391523.2002.10782364openalex-snapshot
Exploration of Collaborative Learning and Communication in an Educational Environment Using Computer-Mediated Communication
inferred← citeshttps://doi.org/10.1080/15595692.2012.715104openalex-snapshot
Arab Education in Israel: Lessons From Positive Learning Experiences of Palestinian-Israelis
inferred← citeshttps://doi.org/10.1080/17496890701615055openalex-snapshot
The changing role of knowledge in education
inferred← citeshttps://doi.org/10.1080/19404476.2002.11658158openalex-snapshot
Cultures of Excellence and Belonging in Urban Middle Schools
inferred← citeshttps://doi.org/10.1080/713696677openalex-snapshot
Socio-emotional Orientation as a Mediating Variable in the Teaching‐Learning Interaction: Implications for instructional design
inferred← citeshttps://doi.org/10.1086/444136openalex-snapshot
Authentic Pedagogy and Student Performance
inferred← citeshttps://doi.org/10.1086/589318openalex-snapshot
District Reform and the Learning Sciences: Issues and Opportunities
inferred← citeshttps://doi.org/10.1089/cpb.2007.0080openalex-snapshot
Enhancing Computing Skills of Low-Achieving Students via E-Learning: A Design Experiment of Web-Based, Problem-Based Learning and Self-Regulated Learning
inferred← citeshttps://doi.org/10.1093/acprof:oso/9780195112917.001.0001openalex-snapshot
Gender Differences in Human Cognition
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780195312881.003.0021openalex-snapshot
Constructivisms, Scientific Methods, and Reflective Judgment in Science Education
inferred← citeshttps://doi.org/10.1093/reseval/rvx020openalex-snapshot
Crossing borders: A citation analysis of connections between Cognitive Science and Educational Research … and the fields in between
inferred← citeshttps://doi.org/10.1108/ijem-10-2016-0219openalex-snapshot
Management students – expectations and perceptions on work readiness
inferred← citeshttps://doi.org/10.1108/itse-10-2017-0050openalex-snapshot
Course design investigation and trial on the subject of self-regulated learning using video content and online report submission
inferred← citeshttps://doi.org/10.1108/s1085-4622(2012)0000013019openalex-snapshot
IFRS in Introductory Financial Accounting using an Integrated, Comparison-Based Approach
inferred← citeshttps://doi.org/10.1108/s1085-462220170000020008openalex-snapshot
A Wisdom-Based Accounting Ethics Course
inferred← citeshttps://doi.org/10.1108/s2048-045820140000004009openalex-snapshot
E-Reading theory
inferred← citeshttps://doi.org/10.1109/aiccsa.2005.1387146openalex-snapshot
Introducing a dedicated tool for facilitating a semi-structured approach to CMC messaging
inferred← citeshttps://doi.org/10.1109/cie.2002.1185897openalex-snapshot
Network hypermedia authoring projects mediator environment for history learning and teaching
inferred← citeshttps://doi.org/10.1109/digitel.2010.27openalex-snapshot
Designing a Role-Play Game for Learning Taiwan History and Geography
inferred← citeshttps://doi.org/10.1109/fie.2001.963910openalex-snapshot
The challenge of collaborative learning in engineering and math
inferred← citeshttps://doi.org/10.1109/te.2004.837045openalex-snapshot
Cooperative Electronic Learning in Virtual Laboratories Through Forums
inferred← citeshttps://doi.org/10.1109/te.2005.849757openalex-snapshot
Distributed Engineering Education: Evolution of the Telecollaboration Stations for Individualized Distance Learning
inferred← citeshttps://doi.org/10.1111/1528-3577.00003openalex-snapshot
A Primer on Problem-Based Learning for International Relations Courses
inferred← citeshttps://doi.org/10.1111/j.1467-8691.2009.00518.xopenalex-snapshot
Teaching Thinking and Problem Solving at University: A Course on TRIZ
inferred← citeshttps://doi.org/10.1111/j.1476-8070.2009.01619.xopenalex-snapshot
Contextualising Craft: Pedagogical Models for Craft Education
inferred← citeshttps://doi.org/10.1111/j.1751-228x.2011.01128.xopenalex-snapshot
Knowledge‐ and Evidence‐Based Education: Reasons, Trends, and Contents
inferred← citeshttps://doi.org/10.1111/j.1949-8594.1997.tb17282.xopenalex-snapshot
National Standards and School Science and Mathematics
inferred← citeshttps://doi.org/10.1128/jmbe.v1.53openalex-snapshot
Using Computer Technology to Foster Learning for Understanding
inferred← citeshttps://doi.org/10.1128/me.1.1.7-13.2000openalex-snapshot
Using Computer Technology to Foster Learning for Understanding
inferred← citeshttps://doi.org/10.1145/1047124.1047468openalex-snapshot
Design process for a non-majors computing course
inferred← citeshttps://doi.org/10.1145/1089786.1089789openalex-snapshot
Impact of alternative introductory courses on programming concept understanding
inferred← citeshttps://doi.org/10.1145/1404935.1404937openalex-snapshot
Context as Support for Learning Computer Organization
inferred← citeshttps://doi.org/10.1145/1463673.1463685openalex-snapshot
Integrating games and machine learning in the undergraduate computer science classroom
inferred← citeshttps://doi.org/10.1145/302979.303153openalex-snapshot
Bridging strategies for VR-based learning
inferred← citeshttps://doi.org/10.1145/3159450.3159506openalex-snapshot
The Importance of Producing Shared Code Through Pair Programming
inferred← citeshttps://doi.org/10.1146/annurev.psych.55.082602.133124openalex-snapshot
Teaching of Subject Matter
inferred← citeshttps://doi.org/10.1159/000022605openalex-snapshot
Therapist as Teacher: A Developmental Model of Psychotherapy
inferred← citeshttps://doi.org/10.1163/9789460911453_002openalex-snapshot
Reconsidering the Character and Role of Inquiry in School Science: Framing the Debates
inferred← citeshttps://doi.org/10.1177/0004944115603529openalex-snapshot
Critical thinking skills in the International Baccalaureate’s “Theory of Knowledge” subject: Findings from an Australian study
inferred← citeshttps://doi.org/10.1177/0022057420908064openalex-snapshot
A Critical Examination of Turkish Language Teaching Curriculum From an Interactionist Perspective
inferred← citeshttps://doi.org/10.1177/0022466909343121openalex-snapshot
Progress Monitoring in Grade 5 Science for Low Achievers
inferred← citeshttps://doi.org/10.1177/009365099026001004openalex-snapshot
Knowledge, Literacy, and Power
inferred← citeshttps://doi.org/10.1177/0143034309352419openalex-snapshot
Psychological Intervention in Thinking Skills with Primary Education Students
inferred← citeshttps://doi.org/10.1177/019263659507957110openalex-snapshot
Penicillin for Education: How Cognitive Science Can Contribute to Education
inferred← citeshttps://doi.org/10.1177/019263659808259803openalex-snapshot
Let's Put Brain Science on the Back Burner
inferred← citeshttps://doi.org/10.1177/074171369905000103openalex-snapshot
A Model of College Outcomes for Adults
inferred← citeshttps://doi.org/10.1177/082957350001600105openalex-snapshot
A Critical Analysis of Grade 3 Testing in Ontario
inferred← citeshttps://doi.org/10.1177/1086296x14535328openalex-snapshot
Scaffolding Versus Routine Support for Latina/o Youth in an Urban School
inferred← citeshttps://doi.org/10.1177/1359105303008001450openalex-snapshot
Teaching Brief Interventions for Smoking Cessation via an Interactive Computer-based Tutorial
inferred← citeshttps://doi.org/10.1177/1359105303008001454openalex-snapshot
An Interactive Computer Tutorial to Teach Pain Assessment
inferred← citeshttps://doi.org/10.1184/r1/6615140openalex-snapshot
Implications of the ACT-R Learning Theory: No Magic Bullets
inferred← citeshttps://doi.org/10.1186/s12052-014-0028-xopenalex-snapshot
Decentralized thinking and understanding of evolution in K-12 evolution education
inferred← citeshttps://doi.org/10.1187/cbe.06-03-0153openalex-snapshot
Points of View: On the Implications of Neuroscience Research for Science Teaching and Learning: Are There Any?
inferred← citeshttps://doi.org/10.1207/s1532690xci2102_03openalex-snapshot
A Study of Whole Classroom Mathematical Discourse and Teacher Change
inferred← citeshttps://doi.org/10.1207/s1532690xci2204_3openalex-snapshot
Dialogic Activity Structures for Project-Based Learning Environments
showing the first 200 of 346
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.