| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A design-based research case study documenting a constructivist ID process and instructional solution for a cross-cultural workforce
|
Tracey, Monica W.
|
|
2011
|
|
3 |
p. 461-476
|
artikel
|
| 2 |
A framework for designing interactivemultimedia to scaffold young children'sunderstanding of historical chronology
|
Elizabeth Masterman
|
|
2002
|
|
3 |
p. 221-241
21 p.
|
artikel
|
| 3 |
A framework for exploring small group learning in high school science classrooms: The triple problem solving space
|
Nieswandt, Martina
|
|
|
|
3 |
p. 243-290
|
artikel
|
| 4 |
Analyzing learner-hypermedia interaction: An overview of online methods
|
Jean-françois Rouet
|
|
1999
|
|
3 |
p. 201-219
19 p.
|
artikel
|
| 5 |
Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance
|
Chen, Juanjuan
|
|
|
|
3 |
p. 287-312
|
artikel
|
| 6 |
An ecological model of developing researcher competence: the case of software technology in doctoral research
|
Stelma, Juup
|
|
2010
|
|
3 |
p. 367-385
|
artikel
|
| 7 |
An instructional paradigm for the teaching of computer-mediated communication
|
Howard, Craig D.
|
|
2011
|
|
3 |
p. 493-513
|
artikel
|
| 8 |
Authoring and GTE
|
Robin Johnson
|
|
1998
|
|
3 |
p. 227-242
16 p.
|
artikel
|
| 9 |
Authoring instructional expertise in knowledgebased tutors
|
Tom Murray
|
|
1998
|
|
3 |
p. 263-280
18 p.
|
artikel
|
| 10 |
Automating I.D.:The impact of theoretical knowledge bases and referentsystems
|
Jan Elen
|
|
1998
|
|
3 |
p. 281-297
17 p.
|
artikel
|
| 11 |
Beyond ``lesson study'': Comparing two waysof facilitating the grasp of some economic concepts
|
Ming Fai Pang
|
|
2003
|
|
3 |
p. 175-194
20 p.
|
artikel
|
| 12 |
Beyond physics: A case for far transfer
|
Forsyth, Benjamin Robert
|
|
2011
|
|
3 |
p. 515-535
|
artikel
|
| 13 |
Challenges of peer instruction in an undergraduate student-led learning community: bi-directional diffusion as a crucial instructional process
|
Carlson, Spencer E.
|
|
2017
|
|
3 |
p. 405-433
|
artikel
|
| 14 |
Child predictors of learning to control variables via instruction or self-discovery
|
Wagensveld, Barbara
|
|
2014
|
|
3 |
p. 365-379
|
artikel
|
| 15 |
Collaborative argumentation in academic education
|
Arja Veerman
|
|
2002
|
|
3 |
p. 155-186
32 p.
|
artikel
|
| 16 |
Combining concept maps and interviews to produce representations of personal professional theories in higher vocational education: effects of order and vocational domain
|
den Bogaart, Antoine C. M. van
|
|
2017
|
|
3 |
p. 359-376
|
artikel
|
| 17 |
Comparing first- and third-person perspectives in early elementary learning of honeybee systems
|
Peppler, Kylie
|
|
|
|
3 |
p. 291-312
|
artikel
|
| 18 |
Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson
|
van Brussel, Suzan
|
|
|
|
3 |
p. 451-473
|
artikel
|
| 19 |
Computer technology and complex problem solving: Issues in the study of complex cognitive activity
|
Susan R. Goldman
|
|
1999
|
|
3 |
p. 235-268
34 p.
|
artikel
|
| 20 |
Conceptual knowledge in talk and text: What does it take to understand a science question?
|
Jan Schoultz
|
|
2001
|
|
3 |
p. 213-236
24 p.
|
artikel
|
| 21 |
Concluding remarks
|
Kris Van Marcke
|
|
1998
|
|
3 |
p. 333-336
4 p.
|
artikel
|
| 22 |
Constructing Scientific Explanations Through Writing
|
Perry D. Klein
|
|
2004
|
|
3 |
p. 191-231
41 p.
|
artikel
|
| 23 |
Correction to: Futurising science education: students’ experiences from a course on futures thinking and quantum computing
|
Rasa, Tapio
|
|
|
|
3 |
p. 449
|
artikel
|
| 24 |
DCG GTE: Dynamic Courseware Generation with teaching expertise
|
Julita Vassileva
|
|
1998
|
|
3 |
p. 317-332
16 p.
|
artikel
|
| 25 |
Designing Emotionally Sound InstructionThe FEASP-Approach
|
Hermann Astleitner
|
|
2000
|
|
3 |
p. 169-198
30 p.
|
artikel
|
| 26 |
Detecting threshold concepts through Bayesian knowledge tracing: examining research skill development in biological sciences at the doctoral level
|
Kang, Jina
|
|
|
|
3 |
p. 475-497
|
artikel
|
| 27 |
Different instructional preferences between Western and Far East Asian adult learners: a case study of graduate students in the USA
|
Chuang, Szu-Fang
|
|
2011
|
|
3 |
p. 477-492
|
artikel
|
| 28 |
Effects of immersion in inquiry-based learning on student teachers’ educational beliefs
|
Voet, Michiel
|
|
2017
|
|
3 |
p. 383-403
|
artikel
|
| 29 |
Effects of model-centered instruction on effectiveness, efficiency, and engagement with ill-structured problem solving
|
Lee, Jeongmin
|
|
2011
|
|
3 |
p. 537-557
|
artikel
|
| 30 |
Effects of problem–example and example–problem pairs on gifted and nongifted primary school students’ learning
|
Coppens, Leonora C.
|
|
2019
|
|
3 |
p. 279-297
|
artikel
|
| 31 |
Effects of strategy instructions on learning from text and pictures
|
Leopold, Claudia
|
|
2014
|
|
3 |
p. 345-364
|
artikel
|
| 32 |
Effects of Web-based Support for the Construction of Competence Maps
|
Stoof, Angela
|
|
2006
|
|
3 |
p. 189-211
|
artikel
|
| 33 |
Epistemological beliefs of students and teachers about the natureof science: from baconian inductive ascentto theirrelevance of scientific laws
|
RAFAEL BLANCO
|
|
1997
|
|
3 |
p. 203-231
29 p.
|
artikel
|
| 34 |
Evaluating fluid and crystallized abilities in the performance of an educational process
|
Blanch, Angel
|
|
2015
|
|
3 |
p. 427-442
|
artikel
|
| 35 |
Examining the stability of experts’ clinical case processing: An experimental manipulation
|
De Bruin, Anique B.H.
|
|
2005
|
|
3 |
p. 251-270
|
artikel
|
| 36 |
Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors
|
Herppich, Stephanie
|
|
2015
|
|
3 |
p. 205-219
|
artikel
|
| 37 |
Expertise reversal effect and its instructional implications: introduction to the special issue
|
Kalyuga, Slava
|
|
2009
|
|
3 |
p. 209-215
|
artikel
|
| 38 |
Expertise reversal effect in using explanatory notes for readers of Shakespearean text
|
Oksa, Annishka
|
|
2009
|
|
3 |
p. 217-236
|
artikel
|
| 39 |
Expertise reversal effects in writing-to-learn
|
Nückles, Matthias
|
|
2009
|
|
3 |
p. 237-258
|
artikel
|
| 40 |
Expertise reversal for iconic representations in science visualizations
|
Homer, Bruce D.
|
|
2009
|
|
3 |
p. 259-276
|
artikel
|
| 41 |
Exploring individual processes of knowledge construction with hypertext
|
Aukse Balcytiene
|
|
1999
|
|
3 |
p. 303-328
26 p.
|
artikel
|
| 42 |
Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia
|
Moos, Daniel C.
|
|
2007
|
|
3 |
p. 203-231
|
artikel
|
| 43 |
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation
|
Backer, Liesje De
|
|
2011
|
|
3 |
p. 559-588
|
artikel
|
| 44 |
External and internal representations in the acquisition and use of knowledge: visualization effects on mental model construction
|
Schnotz, Wolfgang
|
|
2007
|
|
3 |
p. 175-190
|
artikel
|
| 45 |
Facilitating dynamic pedagogical decision making: PEPEand GTE
|
Barbara Wasson
|
|
1998
|
|
3 |
p. 299-316
18 p.
|
artikel
|
| 46 |
Feedback that corrects and contrasts students’ erroneous solutions with expert ones improves expository instruction for conceptual change
|
Asterhan, Christa S. C.
|
|
2017
|
|
3 |
p. 337-355
|
artikel
|
| 47 |
Figuring out what works: learning and engaging with ideas about evolution within integrated informal learning environments
|
Nesimyan – Agadi, Dina
|
|
|
|
3 |
p. 391-424
|
artikel
|
| 48 |
Fostering a collaborative and creative climate in a college class through idea-centered knowledge-building
|
Hong, Huang-Yao
|
|
2013
|
|
3 |
p. 389-407
|
artikel
|
| 49 |
Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills
|
Peretz, Roee
|
|
|
|
3 |
p. 509-543
|
artikel
|
| 50 |
Fostering students’ informal quantitative estimations of uncertainty through statistical modeling
|
Dvir, Michal
|
|
|
|
3 |
p. 423-450
|
artikel
|
| 51 |
Fostering transfer of responsibility in the middle school PBL classroom: an investigation of soft scaffolding
|
Bae, Haesol
|
|
|
|
3 |
p. 337-363
|
artikel
|
| 52 |
From plans to actions: A process model for why feedback features influence feedback implementation
|
Wu, Yong
|
|
|
|
3 |
p. 365-394
|
artikel
|
| 53 |
Futurising science education: students’ experiences from a course on futures thinking and quantum computing
|
Rasa, Tapio
|
|
|
|
3 |
p. 425-447
|
artikel
|
| 54 |
GTE: An epistemological approach to instructional modelling
|
Kris Van Marcke
|
|
1998
|
|
3 |
p. 147-191
45 p.
|
artikel
|
| 55 |
Higher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques
|
Hew, Khe Foon
|
|
2010
|
|
3 |
p. 303-319
|
artikel
|
| 56 |
High levels of cognitive and motivational contingency with increasing task complexity results in higher performance
|
Wischgoll, Anke
|
|
2019
|
|
3 |
p. 319-352
|
artikel
|
| 57 |
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts
|
Hovardas, Tasos
|
|
|
|
3 |
p. 361-390
|
artikel
|
| 58 |
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers
|
Glogger-Frey, Inga
|
|
|
|
3 |
p. 451-473
|
artikel
|
| 59 |
How to improve statistical thinking Choose the taskrepresentation wisely and learn by doing
|
Peter Sedlmeier
|
|
2000
|
|
3 |
p. 227-262
36 p.
|
artikel
|
| 60 |
Identifying patterns of collaborative knowledge exploration in online asynchronous discussions
|
Lee, Silvia Wen-Yu
|
|
2010
|
|
3 |
p. 321-347
|
artikel
|
| 61 |
ID Expert™:A second generation Instructional DevelopmentSystem
|
M. David Merrill
|
|
1998
|
|
3 |
p. 243-262
20 p.
|
artikel
|
| 62 |
Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study
|
Blankenstein, Floris M. van
|
|
2019
|
|
3 |
p. 299-318
|
artikel
|
| 63 |
Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work
|
Gillies, Robyn M.
|
|
2010
|
|
3 |
p. 349-366
|
artikel
|
| 64 |
Influence of problem familiarity on learning in a problem-based course
|
Soppe, Marleen
|
|
2005
|
|
3 |
p. 271-281
|
artikel
|
| 65 |
Interactions between the isolated–interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class
|
Blayney, Paul
|
|
2009
|
|
3 |
p. 277-287
|
artikel
|
| 66 |
In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom
|
Levin, Tamar
|
|
2006
|
|
3 |
p. 227-278
|
artikel
|
| 67 |
Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program
|
Stürmer, Kathleen
|
|
2016
|
|
3 |
p. 293-309
|
artikel
|
| 68 |
Introduction
|
Jean-françois Rouet
|
|
1999
|
|
3 |
p. 197-199
3 p.
|
artikel
|
| 69 |
Introduction
|
Peter Goodyear
|
|
1998
|
|
3 |
p. 145-145
1 p.
|
artikel
|
| 70 |
Is having more prerequisite knowledge better for learning from productive failure?
|
Toh, Pee Li Leslie
|
|
2017
|
|
3 |
p. 377-394
|
artikel
|
| 71 |
Learning by exploration: Thinking aloud while exploring an information system
|
Herre van Oostendorp
|
|
1999
|
|
3 |
p. 269-284
16 p.
|
artikel
|
| 72 |
Learning progression-based design: advancing the synergetic development of energy understanding and scientific explanation
|
Yao, Jian-Xin
|
|
|
|
3 |
p. 397-421
|
artikel
|
| 73 |
Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared
|
Pang, Ming Fai
|
|
2011
|
|
3 |
p. 589-606
|
artikel
|
| 74 |
Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect?
|
Bichler, Sarah
|
|
|
|
3 |
p. 335-359
|
artikel
|
| 75 |
Macrostructure construction and organization in the processing of multiple text passages
|
Natasha Lacroix
|
|
1999
|
|
3 |
p. 221-233
13 p.
|
artikel
|
| 76 |
Making connections among multiple graphical representations of fractions: sense-making competencies enhance perceptual fluency, but not vice versa
|
Rau, Martina A.
|
|
2017
|
|
3 |
p. 331-357
|
artikel
|
| 77 |
Mentors and teachers: testing the effectiveness of simultaneous roles on school performance from a basic psychological needs perspective
|
Simões, Francisco
|
|
2013
|
|
3 |
p. 465-483
|
artikel
|
| 78 |
Micro productive failure and the acquisition of algebraic procedural knowledge
|
Ziegler, Esther
|
|
|
|
3 |
p. 313-336
|
artikel
|
| 79 |
New Learning Environments and Constructivism: The Students’ Perspective
|
Gijbels, David
|
|
2006
|
|
3 |
p. 213-226
|
artikel
|
| 80 |
Online but off-topic: negotiating common ground in small learning groups
|
Paulus, Trena M.
|
|
2007
|
|
3 |
p. 227-245
|
artikel
|
| 81 |
Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher
|
Laat, Maarten De
|
|
|
|
3 |
p. 257-286
|
artikel
|
| 82 |
Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher
|
Laat, Maarten De
|
|
2006
|
|
3 |
p. 257-286
|
artikel
|
| 83 |
Peer Support: Relations between the context, process andoutcomes for the students who are supported
|
Paul Ashwin
|
|
2003
|
|
3 |
p. 159-173
15 p.
|
artikel
|
| 84 |
Preservice teachers’ use of contrasting cases in mathematics instruction
|
Schenke, Katerina
|
|
2017
|
|
3 |
p. 311-329
|
artikel
|
| 85 |
Promoting learning transfer in science through a complexity approach and computational modeling
|
Saba, Janan
|
|
|
|
3 |
p. 475-507
|
artikel
|
| 86 |
Psychological knowledge for teaching critical thinking: the agency of epistemic activity, metacognitive regulative behaviour and (student-centred) learning
|
Maclellan, Effie
|
|
2011
|
|
3 |
p. 445-460
|
artikel
|
| 87 |
Reanalyzing the expertise reversal effect
|
Schnotz, Wolfgang
|
|
2009
|
|
3 |
p. 315-323
|
artikel
|
| 88 |
Reframing research on learning with technology: in search of the meaning of cognitive tools
|
Kim, Beaumie
|
|
|
|
3 |
p. 207-256
|
artikel
|
| 89 |
Reframing research on learning with technology: in search of the meaning of cognitive tools
|
Kim, Beaumie
|
|
2007
|
|
3 |
p. 207-256
|
artikel
|
| 90 |
Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?
|
Lang, Jonas W. B.
|
|
|
|
3 |
p. 187-205
|
artikel
|
| 91 |
Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?
|
Lang, Jonas W. B.
|
|
2006
|
|
3 |
p. 187-205
|
artikel
|
| 92 |
Relating GTE and Knowledge-based CoursewareEngineering: Some Epistemological Issues
|
Italo P. F. De Diana
|
|
1998
|
|
3 |
p. 205-225
21 p.
|
artikel
|
| 93 |
Relations between teachers’ emotions in teaching and their approaches to teaching in higher education
|
Trigwell, Keith
|
|
2011
|
|
3 |
p. 607-621
|
artikel
|
| 94 |
Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: a qualitative case study
|
Kim, Minchi C.
|
|
2010
|
|
3 |
p. 255-282
|
artikel
|
| 95 |
Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms
|
McIntyre, Nora A.
|
|
2018
|
|
3 |
p. 435-455
|
artikel
|
| 96 |
Scientific reasoning abilities in kindergarten: dynamic assessment of the control of variables strategy
|
Graaf, Joep van der
|
|
2015
|
|
3 |
p. 381-400
|
artikel
|
| 97 |
Scripted collaborative drawing in elementary science education
|
Dijk, Alieke M. van
|
|
2013
|
|
3 |
p. 353-372
|
artikel
|
| 98 |
Self-monitoring and knowledge-building in learning by teaching
|
Roscoe, Rod D.
|
|
2013
|
|
3 |
p. 327-351
|
artikel
|
| 99 |
Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection
|
Nugteren, Michelle L.
|
|
2018
|
|
3 |
p. 357-381
|
artikel
|
| 100 |
Situational interest helps correct misconceptions: An investigation of conceptual change in university students
|
Thomas, Christopher L.
|
|
|
|
3 |
p. 223-241
|
artikel
|
| 101 |
SOAR versus SQ3R: a test of two study systems
|
Jairam, Dharma
|
|
2013
|
|
3 |
p. 409-420
|
artikel
|
| 102 |
Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students’ content processing and transactive discussions
|
Backer, Liesje De
|
|
2014
|
|
3 |
p. 323-344
|
artikel
|
| 103 |
Split up, but stay together: Collaboration and cooperation in mathematical problem solving
|
Abdu, Rotem
|
|
|
|
3 |
p. 313-336
|
artikel
|
| 104 |
Students’ perceptions about peer assessment for writing: their origin and impact on revision work
|
Kaufman, Julia H.
|
|
2010
|
|
3 |
p. 387-406
|
artikel
|
| 105 |
Study-strategy use in learning from text. Does gender make any difference?
|
Virpi Slotte
|
|
2001
|
|
3 |
p. 255-272
18 p.
|
artikel
|
| 106 |
Successfully carrying out complex learning-tasks through guiding teams’ qualitative and quantitative reasoning
|
Slof, B.
|
|
2011
|
|
3 |
p. 623-643
|
artikel
|
| 107 |
Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study
|
Furtak, Erin Marie
|
|
2016
|
|
3 |
p. 267-291
|
artikel
|
| 108 |
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes
|
Wolff, Charlotte E.
|
|
2016
|
|
3 |
p. 243-265
|
artikel
|
| 109 |
Teaching and testing mathematical problemsolving by offering optional assistance
|
Joost Meijer
|
|
2002
|
|
3 |
p. 187-220
34 p.
|
artikel
|
| 110 |
Teaching as regulation and dealing with complexity
|
Boshuizen, H. P. A.
|
|
2016
|
|
3 |
p. 311-314
|
artikel
|
| 111 |
Team learning: building shared mental models
|
Bossche, Piet Van den
|
|
2010
|
|
3 |
p. 283-301
|
artikel
|
| 112 |
Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes
|
Duffy, Melissa C.
|
|
2014
|
|
3 |
p. 401-426
|
artikel
|
| 113 |
Technology student learning preferences and the design offlexible learning programs
|
Peter J. Smith
|
|
2001
|
|
3 |
p. 237-254
18 p.
|
artikel
|
| 114 |
Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations
|
Lachner, Andreas
|
|
2015
|
|
3 |
p. 221-242
|
artikel
|
| 115 |
Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers
|
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