5,605
Views
130
CrossRef citations to date
0
Altmetric
Original Articles

Is Direct Instruction an Answer to the Right Question?

Pages 109-113 | Published online: 05 Dec 2007

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (25)

Kathy Gibbs & Wendi Beamish. (2024) Teacher aides’ voices: perspectives on teaching pedagogy. Educational Research 66:2, pages 155-170.
Read now
Annemarie Landman, Daný de Vries & Olaf Binsch. (2023) Retention of military combat lifesaving skills during six months following classroom-style and individualized-style initial training. Military Psychology 35:6, pages 590-602.
Read now
Mirjana Maričić, Stanko Cvjetićanin, Milica Andevski & Branko Anđić. (2023) Effects of withholding answers coupled with physical manipulation on students’ learning of magnetism-related science content. Research in Science & Technological Education 41:4, pages 1596-1616.
Read now
Anastasios Zoupidis, Vasilis Tselfes & Petros Kariotoglou. (2023) Pre-service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods. International Journal of Early Years Education 31:3, pages 738-752.
Read now
Martín Cáceres, Miguel Nussbaum, Fernando González & Vicente Gardulski. (2021) Is more detailed feedback better for problem-solving?. Interactive Learning Environments 29:7, pages 1189-1210.
Read now
Brian R. Belland, D. Mark Weiss & Nam Ju Kim. (2020) High school students’ agentic responses to modeling during problem-based learning. The Journal of Educational Research 113:5, pages 374-383.
Read now
Joseph Paul Ferguson. (2019) Students are not inferential-misfits: Naturalising logic in the science classroom. Educational Philosophy and Theory 51:8, pages 852-865.
Read now
Alyssa Parr, Jamie Amemiya & Ming-Te Wang. (2019) Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices. Educational Psychology 39:5, pages 636-658.
Read now
Mikko Tiilikainen, Juuso Karjalainen, Auli Toom, Janne Lepola & Jukka Husu. (2019) The complex zone of constructivist teaching: a multi-case exploration in primary classrooms. Research Papers in Education 34:1, pages 38-60.
Read now
Tammy J. Bishop, Nara Martirosyan, D. Patrick Saxon & Forrest Lane. (2018) Delivery Method: Does it Matter? A Study of the North Carolina Developmental Mathematics Redesign. Community College Journal of Research and Practice 42:10, pages 712-723.
Read now
Tessa J. P. van Schijndel, Brenda R. J. Jansen & Maartje E. J. Raijmakers. (2018) Do individual differences in children’s curiosity relate to their inquiry-based learning?. International Journal of Science Education 40:9, pages 996-1015.
Read now
Hee Seung Lee, Shawn Betts & John R. Anderson. (2017) Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer. The Journal of Experimental Education 85:2, pages 309-333.
Read now
Cassendra M. Bergstrom, Kevin J. Pugh, Michael M. Phillips & Moshe Machlev. (2016) Effects of Problem-Based Learning on Recognition Learning and Transfer Accounting for GPA and Goal Orientation. The Journal of Experimental Education 84:4, pages 764-786.
Read now
Hsin-Ning Jessie Ho & Jyh-Chong Liang. (2015) The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students. International Journal of Science Education 37:16, pages 2688-2707.
Read now
Alandeom W. Oliveira, Kristen C. Wilcox, Janet Angelis, Arthur N. Applebee, Vincent Amodeo & Michele A. Snyder. (2013) Best Practice in Middle-School Science. Journal of Science Teacher Education 24:2, pages 297-322.
Read now
Andrew James Charlton-Perez. (2013) Problem-Based Learning Approaches in Meteorology. Journal of Geoscience Education 61:1, pages 12-19.
Read now
Richard Halverson. (2010) School Formative Feedback Systems. Peabody Journal of Education 85:2, pages 130-146.
Read now
Neil Gordon & Mike Brayshaw. (2008) Inquiry based Learning in Computer Science teaching in Higher Education. Innovation in Teaching and Learning in Information and Computer Sciences 7:1, pages 22-33.
Read now
JOHN SWELLER, PAULA. KIRSCHNER & RICHARDE. CLARK. (2007) Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries. Educational Psychologist 42:2, pages 115-121.
Read now

Articles from other publishers (105)

Maren Koberstein-Schwarz & Anke Meisert. (2023) Facilitating Preservice Biology Teacher Development through Material-Based Lesson Planning. Education Sciences 14:1, pages 42.
Crossref
Shigehiro Kinda. (2023) Comparing judgements of educational desirability between learner and instructor roles with low or high proficiency. British Journal of Educational Psychology 93:4, pages 1089-1104.
Crossref
Anna Gorbunova, Jeroen J. G. van Merrienboer & Jamie Costley. (2023) Are Inductive Teaching Methods Compatible with Cognitive Load Theory?. Educational Psychology Review 35:4.
Crossref
Reid Smith, Pamela Snow, Tanya Serry & Lorraine Hammond. (2023) Elementary Teachers' Perspectives on Teaching Reading Comprehension. Language, Speech, and Hearing Services in Schools 54:3, pages 888-913.
Crossref
Karen Thorpe, Sandy Houen, Peter Rankin, Cassandra Pattinson & Sally Staton. (2022) Do the numbers add up? Questioning measurement that places Australian ECEC teaching as ‘low quality’. The Australian Educational Researcher 50:3, pages 781-800.
Crossref
Sufyani Prabawanto. (2023) Improving prospective mathematics teachers’ reversible thinking ability through a metacognitive-approach teaching. Eurasia Journal of Mathematics, Science and Technology Education 19:6, pages em2275.
Crossref
Mirjana Maričić, Stanko Cvjetićanin, Jasna Adamov, Stanislava Olić Ninković & Branko Anđić. (2022) How Do Direct and Indirect Hands-on Instructions Strengthened by the Self-Explanation Effect Promote Learning? Evidence from Motion Content. Research in Science Education 53:2, pages 231-251.
Crossref
Jonathan Osborne. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 344 352 .
Eleni A. Kyza. 2023. Learning, Design, and Technology. Learning, Design, and Technology 221 244 .
Shigehiro Kinda. (2022) Effects of Instructor’s “Task Knowledge” and “Learning-Process Knowledge” on Educational Desirability Judgment教授者の課題知識と学習過程知識が教授学習法の望ましさ判断に及ぼす影響. The Japanese Journal of Educational Psychology 70:4, pages 333-346.
Crossref
Neil R. Bramley, Angela Jones, Todd M. Gureckis & Azzurra Ruggeri. (2022) Children’s failure to control variables may reflect adaptive decision-making. Psychonomic Bulletin & Review 29:6, pages 2314-2324.
Crossref
Maheshya Weerasinghe, Aaron Quigley, Klen Copic Pucihar, Alice Toniolo, Angela Miguel & Matjaz Kljun. (2022) Arigatō: Effects of Adaptive Guidance on Engagement and Performance in Augmented Reality Learning Environments. IEEE Transactions on Visualization and Computer Graphics 28:11, pages 3737-3747.
Crossref
Maren Koberstein-Schwarz & Anke Meisert. (2022) Pedagogical content knowledge in material-based lesson planning of preservice biology teachers. Teaching and Teacher Education 116, pages 103745.
Crossref
Lin Zhang, Paul A. Kirschner, William W. Cobern & John Sweller. (2021) There is an Evidence Crisis in Science Educational Policy. Educational Psychology Review 34:2, pages 1157-1176.
Crossref
Maximilian Knogler, Andreas Hetmanek & Tina Seidel. (2022) Determining an Evidence Base for Particular Fields of Educational Practice: A Systematic Review of Meta-Analyses on Effective Mathematics and Science Teaching. Frontiers in Psychology 13.
Crossref
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 .
Lorraine Hammond. (2022) Attitudes toward Direct Instruction in Western Australian primary and secondary schools. Teaching and Teacher Education 112, pages 103651.
Crossref
Stanko CvjetićaninM.M. & Mirjana MaričićT.T.. (2022) Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama. Inovacije u nastavi 35:1, pages 75-90.
Crossref
Shamsa Al Shaqsi & Raihan Taqui Syed. 2022. Technology and Entrepreneurship Education. Technology and Entrepreneurship Education 187 206 .
Eben B. Witherspoon, Nathaniel B. Ferrer, Richard R. Correnti, Mary Kay Stein & Christian D. Schunn. (2021) Coaching that supports teachers’ learning to enact ambitious instruction. Instructional Science 49:6, pages 877-898.
Crossref
Jeffrey Buckley, Niall Seery, Lena Gumaelius, Donal Canty, Andrew Doyle & Arnold Pears. (2020) Framing the constructive alignment of design within technology subjects in general education. International Journal of Technology and Design Education 31:5, pages 867-883.
Crossref
Patricia A. Ganea, Nicole E. Larsen & Vaunam P. Venkadasalam. (2020) The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision. Child Development 92:3, pages 1137-1153.
Crossref
Jose Luis Arroyo-Barrigüete, Susana Carabias-López, Tomas Curto-González & Adolfo Hernández. (2021) Portability of Predictive Academic Performance Models: An Empirical Sensitivity Analysis. Mathematics 9:8, pages 870.
Crossref
Esther Ziegler, Peter A. Edelsbrunner & Elsbeth Stern. (2020) The benefit of combining teacher-direction with contrasted presentation of algebra principles. European Journal of Psychology of Education 36:1, pages 187-218.
Crossref
Pey‐Yan Liou. (2020) Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices. Journal of Research in Science Teaching 58:3, pages 310-334.
Crossref
Asghar Soltani & Ghasem Askarizadeh. (2021) How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation 73, pages 101707.
Crossref
Micheal M. van Wyk. 2021. Research Anthology on Developing Effective Online Learning Courses. Research Anthology on Developing Effective Online Learning Courses 496 515 .
N. Leigh Boyd. 2021. Research Anthology on Fake News, Political Warfare, and Combatting the Spread of Misinformation. Research Anthology on Fake News, Political Warfare, and Combatting the Spread of Misinformation 508 522 .
Annie M. White, Thomas Akiva, Peter S. Wardrip & Lisa Brahms. (2021) Facilitated Making in Museum‐Based Educational Makerspaces. Curator: The Museum Journal 64:1, pages 131-154.
Crossref
Amy M. Grincewicz & Bethany Simunich. 2021. Learning: Design, Engagement and Definition. Learning: Design, Engagement and Definition 69 86 .
Timo Reuter & Miriam Leuchter. (2020) Children's concepts of gears and their promotion through play. Journal of Research in Science Teaching 58:1, pages 69-94.
Crossref
NICOLAS TANCHUK. (2020) Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education. Journal of Philosophy of Education 54:5, pages 1167-1185.
Crossref
Shih-Yeh Chen & Shiang-Yao Liu. (2020) Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior 111, pages 106418.
Crossref
EK Sarter. (2019) The power of collaboration: Reflections on a collaborative approach to teaching research methods in public administration. Teaching Public Administration 38:2, pages 101-112.
Crossref
Karen D'Aietti, Brian Lewthwaite & Philemon Chigeza. (2020) Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively. The Australian Journal of Indigenous Education 50:2, pages 312-319.
Crossref
Hyunjin Cha & Hyo-Jeong So. 2020. Radical Solutions and Open Science. Radical Solutions and Open Science 135 158 .
Alexander Wedel, Christin R. Müller, Jan Pfetsch & Angela Ittel. 2020. Evidenzbasierung in der Lehrkräftebildung. Evidenzbasierung in der Lehrkräftebildung 95 121 .
Gerald van Dijk, Arjan van der Meij & Elwin Savelsbergh. 2020. Pedagogy for Technology Education in Secondary Schools. Pedagogy for Technology Education in Secondary Schools 83 98 .
Pardimin Pardimin, Nyoman Arcana & Didi Supriadi. (2019) Developing Media Based on the Information and Communications Technology to Improve The Effectiveness of The Direct Instruction Method in Mathematics Learning. Journal for the Education of Gifted Young Scientists, pages 1311-1323.
Crossref
Micheal M. Van Wyk. (2018) Flipping the Economics Class in a Teacher Education Course. Technology, Knowledge and Learning 24:3, pages 373-399.
Crossref
Denis Bédard. 2019. The Wiley Handbook of Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning 459 482 .
Brian R. Belland. 2019. The Wiley Handbook of Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning 411 431 .
Lin Zhang. (2019) “Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students' learning of energy-related science concepts. Learning and Instruction 60, pages 199-205.
Crossref
Nathaniel ButeynYe In OhJonathan KnottPaige BokachJillian KonyndykJenna TenneyAmy WilstermannHerb FyneweverDavid Koetje. (2019) Exploring Nutraceuticals to Enhance Scientific Literacy: Aligning with Vision and Change. The American Biology Teacher 81:3, pages 176-185.
Crossref
Penny Van Bergen & Mitch Parsell. (2018) Comparing radical, social and psychological constructivism in Australian higher education: a psycho-philosophical perspective. The Australian Educational Researcher 46:1, pages 41-58.
Crossref
N. Leigh Boyd. 2019. Handbook of Research on Critical Thinking and Teacher Education Pedagogy. Handbook of Research on Critical Thinking and Teacher Education Pedagogy 135 149 .
Micheal M. van Wyk. 2019. Technology-Supported Teaching and Research Methods for Educators. Technology-Supported Teaching and Research Methods for Educators 180 199 .
Ingo Kollar & Frank Fischer. 2019. Psychologie für den Lehrberuf. Psychologie für den Lehrberuf 333 351 .
Brian Stone. 2019. Critical Voices in Science Education Research. Critical Voices in Science Education Research 157 169 .
Dan Tao & Jianwei Zhang. (2018) Forming shared inquiry structures to support knowledge building in a grade 5 community. Instructional Science 46:4, pages 563-592.
Crossref
David Schuster, William W. Cobern, Betty AJ Adams, Adriana Undreiu & Brandy Pleasants. (2017) Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction. Research in Science Education 48:2, pages 389-435.
Crossref
Micheal Moos van Wyk. 2018. Digital Technologies and Instructional Design for Personalized Learning. Digital Technologies and Instructional Design for Personalized Learning 287 306 .
Alexander Renkl. 2018. Handbuch Bildungsforschung. Handbuch Bildungsforschung 925 945 .
Brian R. Belland, Andrew E. Walker & Nam Ju Kim. (2017) A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education. Review of Educational Research 87:6, pages 1042-1081.
Crossref
Kelly Y.L. Ku, Venus S.L. Lee & James W. Ellis. (2017) Using artwork as problem context in generic critical thinking instruction: A strategy for thoughts. Thinking Skills and Creativity 25, pages 53-59.
Crossref
Matt Bower. 2017. Design of Technology-Enhanced Learning. Design of Technology-Enhanced Learning 35 63 .
SHIGEHIRO KINDA. (2017) Instructors’ Inquiry-Expecting Bias : Role-Judgment Experiments教授者の探究期待バイアス. The Japanese Journal of Educational Psychology 65:3, pages 388-400.
Crossref
Michael Giamellaro. (2017) Dewey’s Yardstick. SAGE Open 7:1, pages 215824401770046.
Crossref
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 127 166 .
Eleni A. Kyza. 2017. Learning, Design, and Technology. Learning, Design, and Technology 1 24 .
Brian R. BellandBrian R. Belland. 2017. Instructional Scaffolding in STEM Education. Instructional Scaffolding in STEM Education 127 142 .
Brian R. BellandBrian R. Belland. 2017. Instructional Scaffolding in STEM Education. Instructional Scaffolding in STEM Education 1 15 .
Slava Kalyuga & Anne-Marie Singh. (2015) Rethinking the Boundaries of Cognitive Load Theory in Complex Learning. Educational Psychology Review 28:4, pages 831-852.
Crossref
Lin Zhang. (2016) Is Inquiry-Based Science Teaching Worth the Effort?. Science & Education 25:7-8, pages 897-915.
Crossref
Douglas B. Markant, Azzurra Ruggeri, Todd M. Gureckis & Fei Xu. (2016) Enhanced Memory as a Common Effect of Active Learning. Mind, Brain, and Education 10:3, pages 142-152.
Crossref
Karen D’Aietti, Brian Lewthwaite & Philemon Chigeza. (2016) Negotiating the Dominant Discourses of Explicit Instruction and Culturally Responsive Pedagogy in the Far North Queensland Context:A Teacher’s Journey. eTropic: electronic journal of studies in the tropics 14:1.
Crossref
Eunbae Lee & Michael J. Hannafin. (2016) A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development 64:4, pages 707-734.
Crossref
Anastasios Zoupidis, Dimitrios Pnevmatikos, Anna Spyrtou & Petros Kariotoglou. (2016) The impact of procedural and epistemological knowledge on conceptual understanding: the case of density and floating–sinking phenomena. Instructional Science 44:4, pages 315-334.
Crossref
P. Karen Murphy & Stephanie L. Knight. (2016) Exploring a Century of Advancements in the Science of Learning. Review of Research in Education 40:1, pages 402-456.
Crossref
Sue Rossano, Arno Meerman, Tobias Kesting & Thomas Baaken. (2016) The Relevance of Problem‐based Learning for Policy Development in University‐Business Cooperation. European Journal of Education 51:1, pages 40-55.
Crossref
Teresa McCormack, Neil Bramley, Caren Frosch, Fiona Patrick & David Lagnado. (2016) Children’s use of interventions to learn causal structure. Journal of Experimental Child Psychology 141, pages 1-22.
Crossref
Alexander Renkl. 2016. Handbuch Bildungsforschung. Handbuch Bildungsforschung 1 21 .
Erol Karakırık. 2016. International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives 147 170 .
Andrzej Sokolowski, Yeping Li & Victor Willson. (2015) The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research. International Journal of STEM Education 2:1.
Crossref
Thomas E. Cooper, Brad Bailey & Karen S. Briggs. (2015) Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. International Electronic Journal of Mathematics Education 10:2, pages 97-110.
Crossref
Philippe Wanlin & Marcel Crahay. (2015) Les enseignants en formation face aux approches pédagogiques : une analyse en classes latentes. Revue des sciences de l’éducation 41:2, pages 251-276.
Crossref
Y. Shin, M. Miller-Day, J. Pettigrew, M. L. Hecht & J. L. Krieger. (2014) Typology of delivery quality: latent profile analysis of teacher engagement and delivery techniques in a school-based prevention intervention, keepin' it REAL curriculum. Health Education Research 29:6, pages 897-905.
Crossref
Bernard Calmettes & Jean-Marie Boilevin. (2014) Le modèle « investigation-structuration » et l’actualité des tensions autour des constructivismesThe model “investigation-structuration” (Astolfi) and the tensions between constructivisms. RDST:9, pages 103-128.
Crossref
Hee Seung Lee, Jon M. Fincham, Shawn Betts & John R. Anderson. (2014) An fMRI investigation of instructional guidance in mathematical problem solving. Trends in Neuroscience and Education 3:2, pages 50-62.
Crossref
Geraldine Blomberg, Miriam Gamoran Sherin, Alexander Renkl, Inga Glogger & Tina Seidel. (2013) Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. Instructional Science 42:3, pages 443-463.
Crossref
Terri Patchen & Dennis W. Smithenry. (2014) Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of classroom participant structures. Journal of Research in Science Teaching 51:5, pages 606-634.
Crossref
Kelly Y. L. Ku, Irene T. Ho, Kit-Tai Hau & Eva C. M. Lai. (2013) Integrating direct and inquiry-based instruction in the teaching of critical thinking: an intervention study. Instructional Science 42:2, pages 251-269.
Crossref
Scott C. Marley & Kira J. Carbonneau. (2014) Future Directions for Theory and Research with Instructional Manipulatives:Commentary on the Special Issue Papers. Educational Psychology Review 26:1, pages 91-100.
Crossref
Scott C. Marley & Kira J. Carbonneau. (2014) Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives. Educational Psychology Review 26:1, pages 1-7.
Crossref
Michael J. Hannafin, Janette R. Hill, Susan M. Land & Eunbae Lee. 2014. Handbook of Research on Educational Communications and Technology. Handbook of Research on Educational Communications and Technology 641 651 .
Tieja Thomas, Kristopher Alexander, Renee Jackson & Philip C. Abrami. (2014) The Differential Effects of Interactive versus Didactic Pedagogy Using Computer-Assisted Instruction. Journal of Educational Computing Research 49:4, pages 403-436.
Crossref
Klaus P. Jantke, Hans-Rainer Beick, Yuriy Brovko & Sebastian Drefahl. (2013) Refinement of Adaptivity by Reflection. Refinement of Adaptivity by Reflection.
Kurt A. Thoroughman, Alessandra A. Hruschka, Kathryn E. Ruzicka & Patricia L. Widder. (2013) Engineering Virtual Studio Online context and community for underclassmen engineers. Engineering Virtual Studio Online context and community for underclassmen engineers.
ELLEN LITKOWSKI & MAGGIE RENKEN. (2013) Trusting What You’re Told: How Children Learn From Others, by Paul L.Harris. The Belknap Press of Harvard University Press, Cambridge, MA, USA, 2012. 253 pp. ISBN 978‐0‐674‐06572‐7.. Science Education 97:5, pages 797-799.
Crossref
Bryan J. Matlen & David Klahr. (2012) Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing?. Instructional Science 41:3, pages 621-634.
Crossref
Florian Böttcher & Anke Meisert. (2011) Effects of Direct and Indirect Instruction on Fostering Decision-Making Competence in Socioscientific Issues. Research in Science Education 43:2, pages 479-506.
Crossref
Hee Seung LeeJohn R. Anderson. (2013) Student Learning: What Has Instruction Got to Do With It?. Annual Review of Psychology 64:1, pages 445-469.
Crossref
Miro Puhek, Matej Perše & Andrej Šorgo. (2012) COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY. Journal of Baltic Science Education 11:2, pages 164-174.
Crossref
Jean Annan & Anna Priestley. (2011) A contemporary story of school psychology. School Psychology International 33:3, pages 325-344.
Crossref
Eva Dobozy. (2012) FAILED INNOVATION IMPLEMENTATION IN TEACHER EDUCATION: A CASE ANALYSIS. Problems of Education in the 21st Century 40:1, pages 35-44.
Crossref
David Klahr & Zhe Chen. (2011) Finding One’s Place in Transfer Space. Child Development Perspectives 5:3, pages 196-204.
Crossref
J.J. Vogel-Walcutt, J.B. Gebrim, C. Bowers, T.M. Carper & D. Nicholson. (2011) Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning?. Journal of Computer Assisted Learning 27:2, pages 133-145.
Crossref
Minchi C. Kim & Michael J. Hannafin. (2011) Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education 56:2, pages 403-417.
Crossref
Maggie DeHart Renken & Narina Nunez. (2009) Evidence for improved conclusion accuracy after reading about rather than conducting a belief‐inconsistent simple physics experiment. Applied Cognitive Psychology 24:6, pages 792-811.
Crossref
Kirsten Berthold & Alexander Renkl. (2010) How to Foster Active Processing of Explanations in Instructional Communication. Educational Psychology Review 22:1, pages 25-40.
Crossref
Frank Fischer, Heinz Mandl & Albena Todorova. 2010. Handbuch Bildungsforschung. Handbuch Bildungsforschung 753 771 .
Frank Fischer, Heinz Mandl & Albena Todorova. 2009. Handbuch Bildungsforschung. Handbuch Bildungsforschung 753 771 .
Mari Strand-Cary & David Klahr. (2008) Developing elementary science skills: Instructional effectiveness and path independence. Cognitive Development 23:4, pages 488-511.
Crossref
Bill Tomlinson, Eric Baumer, Man Lok Yau, F. Lynn Carpenter & Rebecca Black. (2008) A Participatory Simulation for Informal Education in Restoration Ecology. E-Learning and Digital Media 5:3, pages 238-255.
Crossref
Sofie M. M. Loyens, Remy M. J. P. Rikers & Henk G. Schmidt. (2008) Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies. Instructional Science 36:5-6, pages 445-462.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.