Scaffolding self-regulated learning and metacognition–Implications for the design of computer-based scaffolds
Author: Azevedo, R. and Hadwin, A. F. | Source: Instructional Science | Year: 2005
Scaling up socio-technological pedagogies: What does it take to develop students’ learning and teachers’ expertise in innovative environments?
Author: Dedic, H. and Rosenfield, S. | Source: PAREA Report
PA2009-005 | Year: 2011
Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals
Author: Duschl, R. | Source: Review of Research in Education | Year: 2008
Strategies of cooperation in distributed problem solving!
Author: Carnmarata, S. and McArthur, D. | Source: The Defense Advanced Research Projects Agency | Year: 2014
Misconceptions reconceived: A constructivist analysis of knowledge in transition
Author: Smith III, J. P., Disessa, A. A. and Roschelle, J. | Source: The journal of the learning sciences | Year: 1994
How people learn: Brain, mind, experience, and school
Author: Bransford, J. D., Brown, A. L. and Cocking, R. R. | Source: National Academy Press | Year: 1999
Improving student retention in higher education: Improving teaching and learning
Author: Crosling, G., Heagney, M. and Thomas, L. | Source: Australian Universities' Review | Year: 2009
Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology
Author: Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J. and Willingham, D. T. | Source: Psychological Science in the Public Interest | Year: 2013
In search of understanding: The case for constructivist classrooms
Author: Brooks, J. G. and Brooks, M. G. | Source: ASCD | Year: 1999