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Bradley W. Bergey, Jennifer G. Cromley, Avi Kaplan & James D. Bloxton$suffix/text()$suffix/text(). (2023) Do Students’ Questions during Chemistry Lectures Predict Perceived Comprehension and Exam Performance?. The Journal of Experimental Education 91:3, pages 411-430.
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Hsin-Wen Hu, Chiung-Hui Chiu & Guey-Fa Chiou. (2019) Effects of question stem on pupils’ online questioning, science learning, and critical thinking. The Journal of Educational Research 112:4, pages 564-573.
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Horace Crogman & Maryam Trebeau Crogman. (2018) Modified generated question learning, and its classroom implementation and assessment. Cogent Education 5:1.
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Francisco Cano, Ángela García, A.B.G. Berbén & Fernando Justicia. (2014) Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement. International Journal of Science Education 36:10, pages 1710-1732.
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Júlia Morgado, José Otero, Piedade Vaz-Rebelo, Vicente Sanjosé & Helena Caldeira. (2014) Detection of explanation obstacles in scientific texts: the effect of an understanding task vs. an experiment task. Educational Studies 40:2, pages 164-173.
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ScottyD. Craig, Sidney D'Mello, Amy Witherspoon & Art Graesser. (2008) Emote aloud during learning with AutoTutor: Applying the Facial Action Coding System to cognitive–affective states during learning. Cognition and Emotion 22:5, pages 777-788.
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Christine Chin & Jonathan Osborne. (2008) Students' questions: a potential resource for teaching and learning science. Studies in Science Education 44:1, pages 1-39.
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Jörg Wittwer & Alexander Renkl. (2008) Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations. Educational Psychologist 43:1, pages 49-64.
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Amparo Moreno & Elena Martín. (2007) The development of learning to learn in Spain. The Curriculum Journal 18:2, pages 175-193.
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Sadhana Puntambekar, Agnes Stylianou & Jessica Goldstein. (2007) Comparing Classroom Enactments of an Inquiry Curriculum: Lessons Learned From Two Teachers. Journal of the Learning Sciences 16:1, pages 81-130.
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Helena Pedrosa de Jesus, Francislê Neri de Souza, JoséJ. C. Teixeira‐Dias & Mike Watts. (2005) Organising the chemistry of question‐based learning: a case study. Research in Science & Technological Education 23:2, pages 179-193.
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Hanni Muukkonen, Minna Lakkala & Kai Hakkarainen. (2005) Technology-Mediation and Tutoring: How Do They Shape Progressive Inquiry Discourse?. Journal of the Learning Sciences 14:4, pages 527-565.
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Arthur C. Graesser, Danielle S. McNamara & Kurt VanLehn. (2005) Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART. Educational Psychologist 40:4, pages 225-234.
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Marcelo Giordan. (2004) Tutoring through the internet: how students and teachers interact to construct meaning. International Journal of Science Education 26:15, pages 1875-1894.
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James Belanich, Robert A. Wisher & Kara L. Orvis. (2004) A Question-Collaboration Approach to Web-Based Learning. American Journal of Distance Education 18:3, pages 169-185.
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Articles from other publishers (53)
José Otero & Vicente Sanjosé. (2023) Knowledge and knowledge gaps in semantic memory of technical artifacts. New Ideas in Psychology 69, pages 101009.
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Ergün YURTBAKAN. (2022) İlkokul 3. ve 4. Sınıf Öğrencilerinin Yenilenmiş Bloom Taksonomisine Göre Soru Sorma Becerilerinin KarşılaştırılmasıThe Comparison of Questioning Skills of 3th and 4th Grade Primary School Students According to the Revised Bloom’s Taxonomy. Türk Eğitim Bilimleri Dergisi 20:3, pages 843-865.
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Arita L. Liu, Shiva Hajian, Misha Jain, Mari Fukuda, Teeba Obaid, John C. Nesbit & Philip H. Winne. (2021) A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning. Journal of Computer Assisted Learning 38:3, pages 638-650.
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Vicente Sanjosé, Carlos B. Gómez-Ferragud, José J. Verdugo-Perona & Joan J. Solaz-Portolés. (2022) Testing a Model for the Monitoring of Worked-out Algebra-Problem Examples: From Behaviours to Outcomes on a Math Task. Psicología Educativa 28:2, pages 141-149.
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Ha Nguyen & Rossella Santagata. (2020) Impact of computer modeling on learning and teaching systems thinking. Journal of Research in Science Teaching 58:5, pages 661-688.
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Patrick K. Kirkland & Nicole M. McNeil. (2021) Question Design Affects Students' Sense‐Making on Mathematics Word Problems. Cognitive Science 45:4.
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Manuel Knoos, Manuela Glaser & Stephan Schwan. (2021) Multiple documents of text and picture: Naming a historical painting’s inaccuracies influences conflict regulation strategies. Contemporary Educational Psychology 65, pages 101970.
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Mark H. Myers. (2021) Automatic Detection of a Student’s Affective States for Intelligent Teaching Systems. Brain Sciences 11:3, pages 331.
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Richard E. West, Andrew A. Tawfik, Jaclyn J. Gishbaugher & Jessica Gatewood. (2020) Guardrails to Constructing Learning: the Potential of Open Microcredentials to Support Inquiry-Based Learning. TechTrends 64:6, pages 828-838.
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Alexander Cutajar. (2020) What aspects of historical understanding feature in the analysis of moving-image sources in the history classroom?. History Education Research Journal 17:2.
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Andrew A. Tawfik, Arthur Graesser, Jessica Gatewood & Jaclyn Gishbaugher. (2020) Role of questions in inquiry-based instruction: towards a design taxonomy for question-asking and implications for design. Educational Technology Research and Development 68:2, pages 653-678.
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Joshua E. Marineau, Anthony C. Hood & Giuseppe “Joe” Labianca. (2017) Multiplex Conflict: Examining the Effects of Overlapping Task and Relationship Conflict on Advice Seeking in Organizations. Journal of Business and Psychology 33:5, pages 595-610.
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Xiao Huang, Norman G. Lederman & Chaojing Cai. (2017) Improving Chinese junior high school students’ ability to ask critical questions. Journal of Research in Science Teaching 54:8, pages 963-987.
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Arthur C. Graesser, Carol M. Forsyth & Blair A. Lehman. (2017) Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues. Teachers College Record: The Voice of Scholarship in Education 119:3, pages 1-20.
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Janneke van de Pol, Monique Volman, Frans Oort & Jos Beishuizen. (2015) The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science 43:5, pages 615-641.
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Alison Wood Brooks, Francesca Gino & Maurice E. Schweitzer. (2015) Smart People Ask for (My) Advice: Seeking Advice Boosts Perceptions of Competence. Management Science 61:6, pages 1421-1435.
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Jörg Wittwer & Alexander Renkl. (2010) How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review. Educational Psychology Review 22:4, pages 393-409.
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Danielle S McNamara. (2010) Strategies to read and learn: overcoming learning by consumption. Medical Education 44:4, pages 340-346.
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Huifen Lin & Francis M. Dwyer. (2009) The effect of static and animated visualization: a perspective of instructional effectiveness and efficiency. Educational Technology Research and Development 58:2, pages 155-174.
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Jörg Wittwer, Matthias Nückles & Alexander Renkl. (2007) Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking. Instructional Science 36:1, pages 27-52.
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Julien Mercier & Carl H. Frederiksen. (2007) Individual differences in graduate students' help-seeking process in using a computer coach in problem-based learning. Learning and Instruction 17:2, pages 184-203.
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Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc. (2007) When Are Tutorial Dialogues More Effective Than Reading?. Cognitive Science: A Multidisciplinary Journal 30:1, pages 3-62.
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Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Carolyn P. Rosé. (2007) When Are Tutorial Dialogues More Effective Than Reading?. Cognitive Science 31:1, pages 3-62.
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Barry Gholson & Scotty D. Craig. (2006) Promoting Constructive Activities that Support Vicarious Learning During Computer-Based Instruction. Educational Psychology Review 18:2, pages 119-139.
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Arthur C. Graesser, Shulan Lu, Brent A. Olde, Elisa Cooper-Pye & Shannon Whitten. (2005) Question asking and eye tracking during cognitive disequilibrium: Comprehending illustrated texts on devices when the devices break down. Memory & Cognition 33:7, pages 1235-1247.
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Xiangen Hu & Arthur C. Graesser. (2004) Human use regulatory affairs advisor (HURAA): Learning about research ethics with intelligent learning modules. Behavior Research Methods, Instruments, & Computers 36:2, pages 241-249.
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Arthur C. Graesser & Brent A. Olde. (2003) How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down.. Journal of Educational Psychology 95:3, pages 524-536.
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