Citations (61)
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Altay Eren & Hamit Coskun. (2016) Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research 109:6, pages 574-588.
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Savreen Hundal, Daniel M. Levin & Alla Keselman. (2014) Lessons of Researcher–Teacher Co-design of an Environmental Health Afterschool Club Curriculum. International Journal of Science Education 36:9, pages 1510-1530.
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Jeroen Janssen & Daniel Bodemer. (2013) Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools. Educational Psychologist 48:1, pages 40-55.
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Joel Turner. (2012) Memorable encounters: Ideology, information acquisition, and television news. The Social Science Journal 49:1, pages 9-19.
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DavidW. Johnson & RogerT. Johnson. (2006) Peace education for consensual peace: the essential role of conflict resolution
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Jordan Litman, Tiffany Hutchins & Ryan Russon. (2005) Epistemic curiosity, feeling-of-knowing, and exploratory behaviour. Cognition and Emotion 19:4, pages 559-582.
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David W. Johnson & Roger T. Johnson. (2000) Civil Political Discourse in a Democracy: The Contribution of Psychology. Peace and Conflict: Journal of Peace Psychology 6:4, pages 291-317.
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Scott Grabinger, Joanna C. Dunlap & Judith A. Duffield. (1997) Rich environments for active learning in action: Problem-based learning. ALT-J 5:2, pages 5-17.
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KarlA. Smith, DavidW. Johnson & DavidW. Johnson. (1984) Effects of Controversy on Learning in Cooperative Groups. The Journal of Social Psychology 122:2, pages 199-209.
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Articles from other publishers (52)
Nayen Lee, Vanessa Lazaro, Jinjing Jenny Wang, Hilal H. Şen & Kelsey Lucca. (2023) Exploring individual differences in infants’ looking preferences for impossible events: The Early Multidimensional Curiosity Scale. Frontiers in Psychology 13.
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Aditya Singh & Jaison A. Manjaly. (2022) Using Curiosity to Improve Learning Outcomes in Schools. SAGE Open 12:1, pages 215824402110693.
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Lenka Schnaubert, Simon Krukowski & Daniel Bodemer. (2021) Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation. Metacognition and Learning 16:3, pages 855-887.
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Sampada Karandikar, Hansika Kapoor & Jordan Litman. (2020) Why so curious? Validation and cross‐cultural investigation of the Hindi Epistemic Curiosity Scale. Asian Journal of Social Psychology 24:1, pages 69-82.
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Henk G. Schmidt & Jerome I. Rotgans. (2020) Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?. Educational Psychology Review 33:1, pages 325-352.
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Jamie J. Jirout. (2020) Supporting Early Scientific Thinking Through Curiosity. Frontiers in Psychology 11.
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Tuğçe YAZICI & Osman KARTAL. (2020) Epistemik Merakın Eğitimdeki Rolü. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 6:2, pages 570-589.
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Yasamin Vahdati & Kevin E. Voss. (2019) Brand identification, cause-brand alliances and perceived cause controversy. Journal of Product & Brand Management 28:7, pages 880-892.
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Marianne Chevrier, Krista R. Muis, Gregory J. Trevors, Reinhard Pekrun & Gale M. Sinatra. (2019) Exploring the antecedents and consequences of epistemic emotions. Learning and Instruction 63, pages 101209.
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Abubaker Qutieshat, Tala Maragha, Mohammad Abusamak & Omar Rajjoub Eldik. (2018) Debate as an Adjunct Tool in Teaching Undergraduate Dental Students. Medical Science Educator 29:1, pages 181-187.
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Lenka Schnaubert & Daniel Bodemer. (2019) Providing different types of group awareness information to guide collaborative learning. International Journal of Computer-Supported Collaborative Learning 14:1, pages 7-51.
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Colin Carmichael, Rosemary Callingham & Helen M. G. Watt. (2017) Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM 49:3, pages 449-460.
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Sven Heimbuch & Daniel Bodemer. (2017) Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning. The Internet and Higher Education 33, pages 1-14.
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Deller James Ferreira, Kelly Ruas, Vivian Laís Barreto, Tatiane F. N. Melo, Mariana Soller Ramada & Rupert Wegerif. (2016) O impacto, sobre estudantes brasileiros, de uma linguagem visual para aprender a aprender conjuntamente. Educação e Pesquisa 43:2, pages 427-451.
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Emily M. Grossnickle. (2014) Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts. Educational Psychology Review 28:1, pages 23-60.
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David W. Johnson & Roger T. Johnson. 2015. Konstruktive Kontroverse in Organisationen. Konstruktive Kontroverse in Organisationen
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Mijal Golub & Céline Buchs. (2014) Preparing pupils to cooperate during cooperative controversy in grade 6: a way to increase positive interactions and learning?. European Journal of Psychology of Education 29:3, pages 453-466.
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Sven Heimbuch & Daniel Bodemer. (2014) Supporting awareness of content-related controversies in a Wiki-based learning environment. Supporting awareness of content-related controversies in a Wiki-based learning environment.
Jamie Jirout & David Klahr. (2012) Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review 32:2, pages 125-160.
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Scott Grabinger, Joanna C. Dunlap & Judith A. Duffield. (2011) Rich environments for active learning in action: problem-based learning. Research in Learning Technology 5:2.
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Daniel Bodemer. (2011) Tacit guidance for collaborative multimedia learning. Computers in Human Behavior 27:3, pages 1079-1086.
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Robert D. Tennyson & Robert L. Jorczak. 2011. Technology Enhanced Learning for People with Disabilities. Technology Enhanced Learning for People with Disabilities
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David W. JohnsonRoger T. Johnson. (2016) Energizing Learning: The Instructional Power of Conflict. Educational Researcher 38:1, pages 37-51.
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Céline Buchs, Céline Darnon, Alain Quiamzade, Gabriel Mugny & Fabrizio Butera. (2008) Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissageRegulating socio-cognitive conflicts in learningRegulación de los conflictos sociocognitivos y aprendizajesRegulierung der soziokognitiven Konflikten und Lernformen. Revue française de pédagogie:163, pages 105-125.
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Dean Tjosvold, Ann Chunyan Peng, Yi Feng Chen & Fang Su. (2007) Business and government interdependence in China: Cooperative goals to develop industries and the marketplace. Asia Pacific Journal of Management 25:2, pages 225-249.
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Dean Tjosvold. (2008) Constructive Controversy for Management Education: Developing Committed, Open-Minded Researchers. Academy of Management Learning & Education 7:1, pages 73-85.
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Céline Darnon & Fabrizio Butera. (2007) Learning or Succeeding? Conflict Regulation With Mastery or Performance Goals. Swiss Journal of Psychology 66:3, pages 145-152.
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Céline Darnon, Sébastien Doll & Fabrizio Butera. (2007) Dealing with a disagreeing partner: Relational and epistemic conflict elaboration. European Journal of Psychology of Education 22:3, pages 227-242.
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H. Farrimond, T.L. Dornan, A. Cockcroft & L.E. Rhodes. (2006) Development and evaluation of an e-learning package for teaching skin examination. Action research. British Journal of Dermatology 155:3, pages 592-599.
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Céline Darnon, Céline Buchs & Fabrizio Butera. (2006) Buts de performance et de maîtrise et interactions sociales entre étudiants : la situation particulière du désaccord avec autrui*Performance and mastery goals and social interactions between students: the specific situation of disagreeing with othersObjetivos de performancia y de dominio e interacciones sociales entre estudiantes: la situación particular del desacuerdo con la persona ajenaLeistungs- und Beherrschungsziele und soziale Interaktionen unter Studenten: der besondere Stellenwert der Meinungsverschiedenheit mit anderen. Revue française de pédagogie:155, pages 35-44.
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Tim Dornan, Judy Hadfield, Martin Brown, Henny Boshuizen & Albert Scherpbier. (2005) How can medical students learn in a self-directed way in the clinical environment? Design-based research. Medical Education 39:4, pages 356-364.
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Joanna C. Dunlap. (2005) Problem-based learning and self-efficacy: How a capstone course prepares students for a profession. Educational Technology Research and Development 53:1, pages 65-83.
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Silvia Mamede Studart Soares, Mauro Serapioni & Andera Caprara. (2001) A Aprendizagem Baseada em Problemas na Pós-Graduação - A Experiência do Curso de Gestores de Sistemas Locais de Saúde no Ceará. Revista Brasileira de Educação Médica 25:1, pages 54-61.
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Carol Pederson. (1993) Structured Controversy Versus Lecture on Nursing Students' Beliefs About and Attitude Toward Providing Care for Persons with AIDS. The Journal of Continuing Education in Nursing 24:2, pages 74-81.
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Carol Pederson. (1992) Effects of Structured Controversy on Students' Perceptions of Their Skills in Discussing Controversial Issues. Journal of Nursing Education 31:3, pages 101-106.
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David W. Johnson, Roger Johnson, W. Todd Pierson & Virginia Lyons. (2006) Controversy versus concurrence seeking in multi‐grade and single‐grade learning groups. Journal of Research in Science Teaching 22:9, pages 835-848.
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Laurence Chalip. (2005) POLICY RESEARCH AS SOCIAL SCIENCE: OUTFLANKING THE VALUE DILEMMA. Review of Policy Research 5:2, pages 287-308.
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Roger T. Johnson & David W. Johnson. (2016) Student-Student Interaction: Ignored but Powerful. Journal of Teacher Education 36:4, pages 22-26.
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Roger Johnson, Charlotte Brooker, James Stutzman, Donald Hultman & David W. Johnson. (2006) The effects of controversy, concurrence seeking, and individualistic learning on achievement and attitude change. Journal of Research in Science Teaching 22:3, pages 197-205.
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David W. Johnson, Roger T. Johnson & Geoffrey Maruyama. (2016) Interdependence and Interpersonal Attraction Among Heterogeneous and Homogeneous Individuals: A Theoretical Formulation and a Meta-analysis of the Research. Review of Educational Research 53:1, pages 5-54.
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Mark Morgan. (1982) Theoretical interpretations of over-justification effects. Current Psychological Reviews 2:2, pages 213-229.
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K.A. Smith, D.W. Johnson & R.T. Johnson. (1982) A Study Of Controversy In Cooperative Learning Groups. A Study Of Controversy In Cooperative Learning Groups.