Citations (138)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (13)
Shelbi Kuhlmann & Logan Fiorella. (2022) Effects of instructor-provided visuals on learner-generated explanations. Educational Psychology 42:9, pages 1068-1088.
Read now
Read now
Adaobiagu N. Obiagu, Daniel I. Mezieobi, Patricia N. Aroh & Felicia N. Akubue. (2020) The Effect of Cooperative Concept Mapping on Misconceptions, Knowledge Achievement, and Transfer of Learning in Peace Education. The Social Studies 111:1, pages 18-38.
Read now
Read now
Ying Xie & Shu-Yuan Lin. (2019) Using word clouds to support students’ knowledge integration from online inquiry: an investigation of the process and outcome. Interactive Learning Environments 27:4, pages 478-496.
Read now
Read now
Antonina Bauman. (2018) Concept Maps: Active Learning Assessment Tool in a Strategic Management Capstone Class. College Teaching 66:4, pages 213-221.
Read now
Read now
Silvia Elena Gallagher, Mairtin O’Dulain, Niamh O’Mahony, Claire Kehoe, Fintan McCarthy & Gerard Morgan. (2017) Instructor-provided summary infographics to support online learning. Educational Media International 54:2, pages 129-147.
Read now
Read now
Rola Khishfe. (2015) A Look into Students’ Retention of Acquired Nature of Science Understandings. International Journal of Science Education 37:10, pages 1639-1667.
Read now
Read now
Rola Khishfe. (2014) Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer. International Journal of Science Education 36:6, pages 974-1016.
Read now
Read now
Einat Levy-Gigi & Eli Vakil. (2012) The dual effect of context on memory of related and unrelated themes: Discrimination at encoding and cue at retrieval. Memory 20:7, pages 728-741.
Read now
Read now
ErnestT. Goetz, Patricia Alexander & ChristineW. Burns. (1988) Research and practice. Reading Research and Instruction 27:2, pages 62-69.
Read now
Read now
Robert Brien. (1983) Sequencing Instruction: a Cognitive Science Perspective. Programmed Learning and Educational Technology 20:2, pages 102-114.
Read now
Read now
HubertD. Callihan & FrederickH. Bell. (1978) The effect of specially constructed advance organizers and post‐organizers on mathematics learning. International Journal of Mathematical Education in Science and Technology 9:4, pages 433-450.
Read now
Read now
DavidP. Ausubel. (1965) The Role of Frequency in Learning and Retention: A Cognitive Structure Interpretation. The Journal of General Psychology 72:2, pages 359-368.
Read now
Read now
DavidP. Ausubel. (1965) Note on a Threshold Concept of Reinforcement. The Journal of General Psychology 72:2, pages 239-240.
Read now
Read now
Articles from other publishers (125)
Dimitris Anastasiou, Clare Nangsin Wirngo & Pantelis Bagos. (2024) The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis. Educational Psychology Review 36:2.
Crossref
Crossref
Mona Saleh Alwazzan. (2024) Investigating the Effectiveness of Artificial Intelligence Chatbots in Enhancing Digital Dialogue Skills for Students. European Journal of Educational Research volume-13-2024:volume-13-issue-2-april-2024, pages 573-584.
Crossref
Crossref
Elizabeth B. Vaughan, A. Montoya-Cowan & Jack Barbera. (2024) Investigating evidence in support of validity and reliability for data collected with the meaningful learning in the laboratory instrument (MLLI). Chemistry Education Research and Practice 25:1, pages 313-326.
Crossref
Crossref
Dawei Liu, Ping He & Huifen Yan. (2023) An empirical study of schema-associated mnemonic method for classical Chinese poetry in primary and secondary education based on cognitive schema migration theory. Scientific Reports 13:1.
Crossref
Crossref
Mochamad GUNTUR, Siti SAHRONİH, Nur Indah Septia NİNGSİH & Puja WİNDARİ. (2023) The Learning Trajectory Based on STEM of Elementary School Pupils’ in Solving Proportion Material: Didactical Design-Research. Participatory Educational Research 10:6, pages 84-103.
Crossref
Crossref
Ümit DURUK, Emine ÇAVUŞ & Abuzer AKGÜN. (2023) The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific BeliefsThe Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. Journal of Computer and Education Research 11:22, pages 643-670.
Crossref
Crossref
Edison Ishikawa, Hanniel Fernando Lopes Saldanha, Hugo Hiroshi Silva Tutida, Maria de Fatima Brandao & Maristela Holanda. (2023) Learning to Teach: A Guide to Using Learning Theories in Computer Science Education. Learning to Teach: A Guide to Using Learning Theories in Computer Science Education.
Vicente Callao Handa & Vivien M. Talisayon. (2023) Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers. European Journal of Science and Mathematics Education 11:4, pages 702-716.
Crossref
Crossref
Nurmaya, Aryo PINANDITO, Yusuke HAYASHI & Tsukasa HIRASHIMA. (2023) Promoting Students' Higher Order Thinking with Concept Map Recomposition. IEICE Transactions on Information and Systems E106.D:8, pages 1262-1274.
Crossref
Crossref
Parisa Yeganehpour. 2023. Perspectives on Enhancing Learning Experience Through Digital Strategy in Higher Education. Perspectives on Enhancing Learning Experience Through Digital Strategy in Higher Education
51
72
.
Igor Yepes & Dante Augusto Couto Barone. (2023) Drones as Pedagogical Technology in STEAM Subjects: Analysis of Student Perceptions. Drones as Pedagogical Technology in STEAM Subjects: Analysis of Student Perceptions.
Susana Cristina Costa Pestana, Francisco Peixoto & Patrícia Rosado Pinto. (2022) Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps. Journal of Applied Research in Higher Education 15:3, pages 663-680.
Crossref
Crossref
Claudia Szabo & Judy Sheard. (2022) Learning Theories Use and Relationships in Computing Education Research. ACM Transactions on Computing Education 23:1, pages 1-34.
Crossref
Crossref
Thomas Cavanagh. (2022) Cognitive and Graphic Design Principles for Creating Well-Organized, Visually Appealing Slide Decks. Business and Professional Communication Quarterly 86:1, pages 33-51.
Crossref
Crossref
Marwan Al-Tawil, Vania Dimitrova, Dhavalkumar Thakker & Bilal Abu-Salih. (2023) Emerging Exploration Strategies of Knowledge Graphs. IEEE Access 11, pages 94713-94731.
Crossref
Crossref
Lankun Guo, Zhenhua Jia, Guozhi Ma & Jinhai Li. (2022) An iterative recommendation model of supporting personalized learning based on schematic patterns mining from schema-enhanced contexts of problem-solving. International Journal of Machine Learning and Cybernetics 14:1, pages 93-115.
Crossref
Crossref
Cecília Rosa Lacerda & Marlene Gomes Guerreiro. (2022) Aprendizagem significativa. Revista Internacional de Educação Superior 9, pages e023036.
Crossref
Crossref
Igor Verner, Dan Cuperman, Huberth Perez-Villalobos, Alex Polishuk & Sergei Gamer. (2022) Augmented and Virtual Reality Experiences for Learning Robotics and Training Integrative Thinking Skills. Robotics 11:5, pages 90.
Crossref
Crossref
rezvan hejazi & kazem nahas. (2022) Increasing accounting learning in the Keller's motivation environment. Iranian journal of Value and Behavioral Accounting 7:13, pages 335-360.
Crossref
Crossref
Martin Schulz & Kejia Zhu. (2022) Learning by Connecting: How Rule Networks Evolve Through Discovery of Relevance. Organization Science 33:5, pages 2018-2040.
Crossref
Crossref
Adekunle Ibrahim Oladejo, Peter Akinsola Okebukola, Taibat Tejumola Olateju, Victor Olu Akinola, Aderonke Ebisin & Taiwo Viyon Dansu. (2022) In Search of Culturally Responsive Tools for Meaningful Learning of Chemistry in Africa: We Stumbled on the Culturo-Techno-Contextual Approach. Journal of Chemical Education 99:8, pages 2919-2931.
Crossref
Crossref
Yoonjoo Lee, John Joon Young Chung, Tae Soo Kim, Jean Y Song & Juho Kim. (2022) Promptiverse: Scalable Generation of Scaffolding Prompts Through Human-AI Hybrid Knowledge Graph Annotation. Promptiverse: Scalable Generation of Scaffolding Prompts Through Human-AI Hybrid Knowledge Graph Annotation.
Hector B Atondo. (2022) Contextualized instructional materials in teaching reading and writing skills. International Journal of Research Studies in Education 11:8.
Crossref
Crossref
Brian Moon, Paulo Rogério Miranda Correia & Raíssa dos Santos Ballego. 2022. Design and Measurement Strategies for Meaningful Learning. Design and Measurement Strategies for Meaningful Learning
104
131
.
Rosa María López Campillo & José Luis Gómez Ramos. 2022. Design and Measurement Strategies for Meaningful Learning. Design and Measurement Strategies for Meaningful Learning
1
27
.
José Luis Gómez Ramos, Esther Portal Martínez & Natalia Hipólito Ruiz. 2022. Design and Measurement Strategies for Meaningful Learning. Design and Measurement Strategies for Meaningful Learning
1
17
.
Lankun Guo, Zhenhua Jia, Qingguo Li & Jianhua Dai. (2021) Steadiness analysis of means-end conceptual paths and problem-chains based on concept lattices and similarity measuring. International Journal of Machine Learning and Cybernetics 13:3, pages 691-719.
Crossref
Crossref
Abrar Mohammed. 2022. Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium. Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium
22
28
.
Dayana Farzeeha Ali, Marlissa Omar, Mohd Shahrizal Sunar, Norasykin Mohd Zaid, Nor Hasniza Ibrahim & Johari Surif. 2022. Intelligent Technologies for Interactive Entertainment. Intelligent Technologies for Interactive Entertainment
322
335
.
Breno Augusto Bormann de Souza Filho & Cláudio José Struchiner. (2021) Uma proposta teórico-metodológica para elaboração de modelos teóricos. Cadernos Saúde Coletiva 29:1, pages 86-97.
Crossref
Crossref
Kaori Kitagawa. (2020) Disaster risk reduction activities as learning. Natural Hazards 105:3, pages 3099-3118.
Crossref
Crossref
Guilhermina Maria Lobato Ferreira de Miranda, Manuel Joaquim Henriques Rafael, Mário Marcelino Luis de Melo, Joana Martinho de Almeida Costa Pardal & Thiago Bessa Pontes. 2021. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology
51
79
.
Hannele Niemi & Shuanghong Jenny Niu. (2021) Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning. Journal of Pacific Rim Psychology 15, pages 183449092199143.
Crossref
Crossref
Marcelo de Oliveira Costa Machado, Natalie Ferraz Silva Bravo, André Ferreira Martins, Heder Soares Bernardino, Eduardo Barrere & Jairo Francisco de Souza. (2020) Metaheuristic-based adaptive curriculum sequencing approaches: a systematic review and mapping of the literature. Artificial Intelligence Review 54:1, pages 711-754.
Crossref
Crossref
Lindsay C. Johnston, Dianne Lee & Christie J. Bruno. 2021. Comprehensive Healthcare Simulation: ECMO Simulation. Comprehensive Healthcare Simulation: ECMO Simulation
23
33
.
Estefanía Sucre-Rosales, Ricardo Fernández-Terán, David Carvajal, Lorenzo Echevarría & Florencio E. Hernández. (2020) Experience-Based Learning Approach to Chemical Kinetics: Learning from the COVID-19 Pandemic. Journal of Chemical Education 97:9, pages 2598-2605.
Crossref
Crossref
W K H W Putri, D Suryadi & E Mulyana. (2020) Developing a didactical design: the distance between a point and a line in three dimensional shape. Journal of Physics: Conference Series 1521:3, pages 032027.
Crossref
Crossref
Marwan Al-Tawil, Vania Dimitrova & Dhavalkumar Thakker. (2020) Using knowledge anchors to facilitate user exploration of data graphs. Semantic Web 11:2, pages 205-234.
Crossref
Crossref
Lindsey E. Eberman, Stacy E. Walker, Julie Cavallario & Cailee E. Welch Bacon. (2020) A Report from the Athletic Training Clinical Education Network on Scholarship Requirements in Professional Athletic Training Programs. Athletic Training Education Journal 15:1, pages 55-64.
Crossref
Crossref
Alexia Larchen Costuchen. 2020. Challenges and Opportunities in Global Approaches to Education. Challenges and Opportunities in Global Approaches to Education
35
55
.
Sara Amaniyan, Vahideh Pouyesh, Yousef Bashiri, Sherrill Snelgrove & Mojtaba Vaismoradi. (2020) Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial. SAGE Open Nursing 6, pages 237796082094055.
Crossref
Crossref
Beyin Chen, Gwo‐Haur Hwang & Tze‐Shiun Lin. (2019) Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank‐based collaborative practice system. British Journal of Educational Technology 51:1, pages 36-52.
Crossref
Crossref
Claudia Szabo, Nickolas Falkner, Andrew Petersen, Heather Bort, Kathryn Cunningham, Peter Donaldson, Arto Hellas, James Robinson & Judy Sheard. (2019) Review and Use of Learning Theories within Computer Science Education Research. Review and Use of Learning Theories within Computer Science Education Research.
Marcos A.S. Ribeiro, Angélica P.P. Tonin, Camila B. Poliseli, Beatriz B. Lima, Luiz E.N. Castro, Valquíria M. Silva, Marcelo Valério, Jaime C. Cedran & Eduardo C. Meurer. (2019) Teaching venturi electrospray mass spectrometry with amino acid analysis. International Journal of Mass Spectrometry 444, pages 116183.
Crossref
Crossref
Robson Fidalgo, Jayr Pereira, Natália Franco & Fáber Giraldo. (2019) Towards meaningful learning with stimulus equivalence activities adaptation on the aBoard platform. Towards meaningful learning with stimulus equivalence activities adaptation on the aBoard platform.
F Minozzi & I Marzoli. (2019) Assessment of problem solving activity on wave physics in secondary school. Journal of Physics: Conference Series 1286:1, pages 012062.
Crossref
Crossref
Jon-Marc G. Rodriguez & Marcy H. Towns. (2019) Catalyzing Student Learning: Using Analogies To Teach Enzyme Kinetics. Journal of Chemical Education 96:7, pages 1401-1406.
Crossref
Crossref
Dhavalkumar Thakker, Daniel Schwabe, Roberto García, Kouji Kozaki, Marco Brambilla & Vania Dimitrova. (2019) A note on intelligent exploration of semantic data. Semantic Web 10:3, pages 525-527.
Crossref
Crossref
Érika Bertozzi de Aquino Mattos, Isabelle Mazza Guimarães, Alexander Gonçalves da Silva, Claudia Marcia Borges Barreto & Gerlinde Agate Platais Brasil Teixeira. 2019. Biotechnology. Biotechnology
1581
1606
.
Ilaria GalavottiIlaria Galavotti. 2019. Experience and Learning in Corporate Acquisitions. Experience and Learning in Corporate Acquisitions
239
298
.
Ilaria GalavottiIlaria Galavotti. 2019. Experience and Learning in Corporate Acquisitions. Experience and Learning in Corporate Acquisitions
41
90
.
H Fitriani, M Asy’ari, S Zubaidah & S Mahanal. (2018) Critical Thinking Disposition of Prospective Science Teachers at IKIP Mataram, Indonesia. Journal of Physics: Conference Series 1108, pages 012091.
Crossref
Crossref
Julio C. Jiménez-ChávezFernando J. Rosario-MaldonadoJeremy A. TorresAxel Ramos-LuccaEida M. Castro-FigueroaLydia Santiago. (2018) Assessing Acceptability, Feasibility, and Preliminary Effectiveness of a Community-Based Participatory Research Curriculum for Community Members: A Contribution to the Development of a Community–Academia Research Partnership. Health Equity 2:1, pages 272-281.
Crossref
Crossref
Hye Yeon Lee & Hyeon Woo Lee. (2017) The effects of cross-modality and level of self-regulated learning on knowledge acquisition with smartpads. Educational Technology Research and Development 66:2, pages 247-265.
Crossref
Crossref
Marwan Al-Tawil, Vania Dimitrova, Dhavalkumar Thakker & Alexandra Poulovassilis. 2017. Web Engineering. Web Engineering
3
22
.
Feten Arfaoui, Salma Damak-Ayadi, Raouf Ghram & Asma Bouchekoua. (2015) Ethics Education and Accounting Students’ Level of Moral Development: Experimental Design in Tunisian Audit Context. Journal of Business Ethics 138:1, pages 161-173.
Crossref
Crossref
Marwan Al-Tawil, Vania Dimitrova, Dhavalkumar Thakker & Brandon Bennett. (2016) Identifying Knowledge Anchors in a Data Graph. Identifying Knowledge Anchors in a Data Graph.
AMM Sharif Ullah. (2016) On the interplay of manufacturing engineering education and e-learning. International Journal of Mechanical Engineering Education 44:3, pages 233-254.
Crossref
Crossref
Elio A. Prieto González. (2016) Student Research Work and Modeled Situations in Order to Bridge the Gap between Basic Science Concepts and Those from Preventive and Clinical Practice. Meaningful Learning and <i>Informed beneficience</i>. Creative Education 07:07, pages 952-962.
Crossref
Crossref
Érika Bertozzi de Aquino Mattos, Isabelle Mazza Guimarães, Alexander Gonçalves da Silva, Claudia Marcia Borges Barreto & Gerlinde Agate Platais Brasil Teixeira. 2016. Wearable Technology and Mobile Innovations for Next-Generation Education. Wearable Technology and Mobile Innovations for Next-Generation Education
295
320
.
Debbie Denise Reese, Dianne T.V. Pawluk & Curtis R. Taylor. 2016. Emotions, Technology, and Design. Emotions, Technology, and Design
103
127
.
G. Feryal Gündüz. 2016. Instructional Process and Concepts in Theory and Practice. Instructional Process and Concepts in Theory and Practice
147
232
.
William J. Rothwell, G.M. (Bud) Benscoter, Marsha King & Stephen B. King. 2015. Mastering the Instructional Design Process. Mastering the Instructional Design Process
367
382
.
Charles Cole, Jamshid Beheshti, Dhary Abuhimed & Isabelle Lamoureux. (2015)
The end game in
K
uhlthau's
ISP M
odel: Knowledge construction for grade 8 students researching an inquiry‐based history project
. Journal of the Association for Information Science and Technology 66:11, pages 2249-2266.
Crossref
Crossref
G. Michael Bixler, Amy Brown, David Way, Cynthia Ledford & John D. Mahan. (2015) Collaborative Concept Mapping and Critical Thinking in Fourth-Year Medical Students. Clinical Pediatrics 54:9, pages 833-839.
Crossref
Crossref
Ryan A. Ortega & Cynthia J. Brame. (2015) The Synthesis Map Is a Multidimensional Educational Tool That Provides Insight into Students’ Mental Models and Promotes Students’ Synthetic Knowledge Generation. CBE—Life Sciences Education 14:2, pages ar14.
Crossref
Crossref
Rochelle Kaplan Greenberg & Neil A. Wilner. (2015) Using concept maps to provide an integrative framework for teaching the cost or managerial accounting course. Journal of Accounting Education 33:1, pages 16-35.
Crossref
Crossref
Sibel Somyürek. (2014) An effective educational tool: construction kits for fun and meaningful learning. International Journal of Technology and Design Education 25:1, pages 25-41.
Crossref
Crossref
Berrin Dogusoy-Taylan & Kursat Cagiltay. (2014) Cognitive analysis of experts’ and novices’ concept mapping processes: An eye tracking study. Computers in Human Behavior 36, pages 82-93.
Crossref
Crossref
Andrew K. Husband, Adam Todd & John Fulton. (2014) Integrating Science and Practice in Pharmacy Curricula. American Journal of Pharmaceutical Education 78:3, pages 63.
Crossref
Crossref
한동균. (2014) The Reinterpretation of Social Studies Geography Learning Based on The Schema Theory. The Journal of The Korean Association of Geographic and Environmental Education 22:1, pages 57-77.
Crossref
Crossref
Lucia de Anna, Andrea Canevaro, Patrizia Ghislandi, Maura Striano, Roberto Maragliano & Renzo Andrich. (2014) Net@ccessibility: A research and training project regarding the transition from formal to informal learning for university students who are developing lifelong plans. Alter 8:2, pages 118-134.
Crossref
Crossref
Feten Arfaoui & Salma Damak Ayadi. (2014) Réflexion sur la sensibilisation à l'éthique des futurs professionnels de l'audit : Étude exploratoire dans le contexte tunisien. Revue de l’organisation responsable 9:1, pages 39.
Crossref
Crossref
Sergio Miranda, Giuseppina Rita Mangione, Francesco Orciuoli, Matteo Gaeta & Vincenzo Loia. (2013) Automatic generation of assessment objects and Remedial Works for MOOCs. Automatic generation of assessment objects and Remedial Works for MOOCs.
Gisella Paoletti, Elena Bortolotti & Francesca Zanon. (2012) Effects of Redundancy and Paraphrasing in University Lessons. International Journal of Digital Literacy and Digital Competence 3:3, pages 1-11.
Crossref
Crossref
Simha Sharf & Yaffa Moskovich. (2012) THE TRAINING LECTURER (TL): THE LECTURER TEACHES AND GUIDES. Problems of Education in the 21st Century 43:1, pages 95-109.
Crossref
Crossref
Yuksel Goktas & Turgay Demirel. (2012) Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions. Computers & Education 58:3, pages 908-917.
Crossref
Crossref
Marco Painho & Paula Curvelo. 2011. Teaching Geographic Information Science and Technology in Higher Education. Teaching Geographic Information Science and Technology in Higher Education
97
115
.
Stéphane Trébucq. (2011) Comment traduire des univers cognitifs en représentations organisationnelles ?. Revue internationale de psychosociologie Vol. XVIII:44, pages 169-178.
Crossref
Crossref
Ching-Huei Chen, Manetta Calinger & Bruce C. Howard. 2011. Instructional Design. Instructional Design
1880
1891
.
Pollyana Notargiacomo Mustaro, Luciano Silva & Ismar Frango Silveira. 2011. Instructional Design. Instructional Design
173
191
.
Debbie Denise Reese. 2011. Gaming and Simulations. Gaming and Simulations
474
496
.
Haavold Per Øystein. 2011. The Elements of Creativity and Giftedness in Mathematics. The Elements of Creativity and Giftedness in Mathematics
193
215
.
Ilene B. Harris. 2011. Extraordinary Learning in the Workplace. Extraordinary Learning in the Workplace
39
62
.
Maria PintoAnne-Vinciane Doucet & Andrés Fernández-Ramos. (2010) Measuring students’ information skills through concept mapping. Journal of Information Science 36:4, pages 464-480.
Crossref
Crossref
Rehab H. Alwan & Baya Benrachi. (2009) Graphical e-learning system based on the VisuRule concept. Graphical e-learning system based on the VisuRule concept.
Shafqat Ali, Muhammad Idrees & Dr. Aijaz Ahmed Gujjar. (2009) Effectiveness of Layered Instructional Strategy for Teaching English at Secondary Level. i-manager's Journal of Educational Technology 6:1, pages 82-87.
Crossref
Crossref
Woei Hung. (2009) The 9-step problem design process for problem-based learning: Application of the 3C3R model. Educational Research Review 4:2, pages 118-141.
Crossref
Crossref
Peter Gerjets & Paul Kirschner. 2009. Technology-Enhanced Learning. Technology-Enhanced Learning
251
272
.
Christine Noël-Lemaître & Makram Chemangui. (2008) Les cartes conceptuelles comme outil de représentation du rôle des auditeurs dans la fiabilité de l'information financière : une exploration des différences liées à l'expérience. Systèmes d'information & management Volume 13:2, pages 5-31.
Crossref
Crossref
Stéphane Trébucq & Christine Noël-Lemaître. (2006) Les cartes conceptuelles : un outil pédagogique pour un enseignement de la comptabilité intégrant l'éthique et la responsabilité. Comptabilité Contrôle Audit Tome 12:3, pages 5-37.
Crossref
Crossref
Malissa Martin & Gary L. Harrelson. (2006) Concept Mapping. Athletic Therapy Today 11:1, pages 25-27.
Crossref
Crossref
. 2005. From Principles of Learning to Strategies for Instruction. From Principles of Learning to Strategies for Instruction
23
73
.
. 2005. From Principles of Learning to Strategies for Instruction. From Principles of Learning to Strategies for Instruction
1
22
.
Joseph D. Novak. (2003) The Promise of New Ideas and New Technology for Improving Teaching and Learning. Cell Biology Education 2:2, pages 122-132.
Crossref
Crossref
Leandro S. Almeida. (2002) Facilitar a aprendizagem: ajudar aos alunos a aprender e a pensar. Psicologia Escolar e Educacional 6:2, pages 155-165.
Crossref
Crossref
Kevin Krug, Ted Shafer, William Dardick, Chris Magalis & Rick Parenté. (2002) A test of foreign language acquisition: paired‐association learning. Applied Cognitive Psychology 16:2, pages 211-221.
Crossref
Crossref
Eugène J. F. M. Custers & Henny P. A. Boshuizen. 2002. International Handbook of Research in Medical Education. International Handbook of Research in Medical Education
163
203
.
David P. AusubelDavid P. Ausubel. 2000. The Acquisition and Retention of Knowledge: A Cognitive View. The Acquisition and Retention of Knowledge: A Cognitive View
38
66
.
Torsten Madsen & Folke Vernersson. (2016) Models from Research as Structuring Aids in Civics Teaching and Primary Social Studies. Citizenship, Social and Economics Education 2:2, pages 93-105.
Crossref
Crossref
Graham D. Hendry & Ronald C. King. (2006) On theory of learning and knowledge: Educational implications of advances in neuroscience. Science Education 78:3, pages 223-253.
Crossref
Crossref
Carol D. Hansen & Ann K. Brooks. (2006) A review of cross‐cultural research on human resource development. Human Resource Development Quarterly 5:1, pages 55-74.
Crossref
Crossref
Daniel Martins. 1993. Les facteurs affectifs dans la compréhension et la mémorisation des textes. Les facteurs affectifs dans la compréhension et la mémorisation des textes
181
194
.
Beau Fly Jones, Randy A. Knuth & Steve Baxendale. 1993. Comprehensive Systems Design: A New Educational Technology. Comprehensive Systems Design: A New Educational Technology
314
333
.
Thomas R. Williams & Earl C. Butterfield. (2016) Advance Organizers: A Review of the Research—Part I. Journal of Technical Writing and Communication 22:3, pages 259-272.
Crossref
Crossref
M.B. Coney. (1992) Technical readers and their rhetorical roles. IEEE Transactions on Professional Communication 35:2, pages 58-63.
Crossref
Crossref
T.R. Williams. (1992) Can Introductions Supply "Prior Knowledge?" Some Evidence from the "Advance Organizer" Literature. Can Introductions Supply "Prior Knowledge?" Some Evidence from the "Advance Organizer" Literature.
Dennis Hunt. 1990. Understanding Literacy and Cognition. Understanding Literacy and Cognition
73
84
.
David S LaneJr.Jr., Dianna L Newman & Kay S Bull. (1988) The relationship of student interest and advance organizer effectiveness. Contemporary Educational Psychology 13:1, pages 15-25.
Crossref
Crossref
Thomas J. Shuell. (2016) Cognitive Conceptions of Learning. Review of Educational Research 56:4, pages 411-436.
Crossref
Crossref
. (1986) REFERENCES. International Journal of Educational Research 10:2, pages 225-230.
Crossref
Crossref
JOHN P. KEEVES. (1986) MOTIVATION AND SCHOOL LEARNING. International Journal of Educational Research 10:2, pages 117-127.
Crossref
Crossref
ERNEST T. GOETZ. 1984. Spatial Learning Strategies. Spatial Learning Strategies
47
77
.
David H. Jonassen. (1982) Aptitude- versus content-treatment interactions. Journal of Instructional Development 5:4, pages 15-27.
Crossref
Crossref
Christopher A. Joseph, Carolyn R. Joseph & David R. Stone. (2016) Subsumptive Process in Cognitive Equivalence Transformations with Pictures and Words. Psychological Reports 50:2, pages 575-582.
Crossref
Crossref
Richard E. Mayer. (1979) Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results. Instructional Science 8:2, pages 133-167.
Crossref
Crossref
ROBERT B. KAPLAN. 1978. Linguistic and Literary Studies, Vol 4, Linguistics and Literature / Sociolinguistics and Applied Linguistics. Linguistic and Literary Studies, Vol 4, Linguistics and Literature / Sociolinguistics and Applied Linguistics
319
332
.
Darrel L. Murray. (1977) The Learning of Biology: A Structural Basis for Future Research. The American Biology Teacher 39:7, pages 415-429.
Crossref
Crossref
Morris Moscovitch & Fergus I.M. Craik. (1976) Depth of processing, retrieval cues, and uniqueness of encoding as factors in recall. Journal of Verbal Learning and Verbal Behavior 15:4, pages 447-458.
Crossref
Crossref
Patricia C. Brams, Jay Shores & Eugene Brams. (1974) Development of generative competency-based instructional systems in agronomic education. Journal of Agronomic Education 3:1, pages 54-58.
Crossref
Crossref
Joseph D. Novak, Donald G. Ring & Pinchas Tamir. (2006) Interpretation of research findings in terms of ausubel's theory and implications for science education. Science Education 55:4, pages 483-526.
Crossref
Crossref
David J. King & Gordon W. Russell. (1966) A comparison of rote and meaningful learning of connected meaningful material. Journal of Verbal Learning and Verbal Behavior 5:5, pages 478-483.
Crossref
Crossref
David P. Ausubel. (1965) The role of frequency in meaningful verbal learning. Psychology in the Schools 2:3, pages 203-209.
Crossref
Crossref
Sidney L. Pressey. (2022) A Puncture of the Huge “Programing” Boom?. Teachers College Record: The Voice of Scholarship in Education 65:5, pages 1-8.
Crossref
Crossref
David G. Ausubel. (2016) Cognitive Structure and the Facilitation of Meaningful Verbal Learning1. Journal of Teacher Education 14:2, pages 217-222.
Crossref
Crossref