| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Comparison of Computation, Discovery, and Graph Procedures for Improving Students' Conception of Average Speed
|
Reed, Stephen K.
|
|
1986
|
|
1 |
p. 31-62
|
artikel
|
| 2 |
A Helping Hand in Assessing Children's Knowledge: Instructing Adults to Attend to Gesture
|
Kelly, Spencer D.
|
|
2002
|
|
1 |
p. 1-26
|
artikel
|
| 3 |
Aligning the Construction Zones of Parents and Teachers for Mathematics Reform
|
Lehrer, Richard
|
|
1997
|
|
1 |
p. 41-83
|
artikel
|
| 4 |
Analogy Use in Eighth-Grade Mathematics Classrooms
|
Richland, Lindsey E.
|
|
2004
|
|
1 |
p. 37-60
|
artikel
|
| 5 |
An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum
|
Adey, Philip
|
|
1993
|
|
1 |
p. 1-29
|
artikel
|
| 6 |
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
|
McNamara, Danielle S.
|
|
1996
|
|
1 |
p. 1-43
|
artikel
|
| 7 |
Can Children Detect Conceptual Information Conveyed Through Other Children's Nonverbal Behavior's
|
Kelly, Spencer Dougan
|
|
1997
|
|
1 |
p. 107-134
|
artikel
|
| 8 |
Cognition for Interpreting Scientific Concepts: A Study of Acceleration
|
Reif, Frederick
|
|
1992
|
|
1 |
p. 1-44
|
artikel
|
| 9 |
Competent Reasoning With Rational Numbers
|
Smith III, John P.
|
|
1995
|
|
1 |
p. 3-50
|
artikel
|
| 10 |
Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation
|
Nolen, Susan Bobbitt
|
|
2001
|
|
1 |
p. 95-142
|
artikel
|
| 11 |
Constructing Virtual Worlds: Tracing the Historical Development of Learner Practices
|
Barab, Sasha A.
|
|
2001
|
|
1 |
p. 47-94
|
artikel
|
| 12 |
Designing Computer Games to Help Physics Students Understand Newton's Laws of Motion
|
White, Barbara Y.
|
|
1984
|
|
1 |
p. 69-108
|
artikel
|
| 13 |
Developmental Analysis of Understanding Language About Quantities and of Solving Problems
|
Riley, Mary S.
|
|
1988
|
|
1 |
p. 49-101
|
artikel
|
| 14 |
Developmental and Individual Differences in Reading Comprehension
|
Hinchley, Janet
|
|
1988
|
|
1 |
p. 3-47
|
artikel
|
| 15 |
Developmental Differences in Understanding and Solving Simple Mathematics Word Problems
|
Morales, Romelia V.
|
|
1985
|
|
1 |
p. 41-57
|
artikel
|
| 16 |
Development of Numberline and Measurement Concepts
|
Petitto, Andrea L.
|
|
1990
|
|
1 |
p. 55-78
|
artikel
|
| 17 |
Do Written Instructions Need Examples?
|
LeFevre, Jo-Anne
|
|
1986
|
|
1 |
p. 1-30
|
artikel
|
| 18 |
Editorial
|
Resnick, Lauren B.
|
|
1984
|
|
1 |
p. 1-4
|
artikel
|
| 19 |
Effects of Knowledge Organization on Task Performance
|
Eylon, Bat-Sheva
|
|
1984
|
|
1 |
p. 5-44
|
artikel
|
| 20 |
Effects of 'Seductive Details' on Macroprocessing and Microprocessing in Adults and Children
|
Garner, Ruth
|
|
1989
|
|
1 |
p. 41-57
|
artikel
|
| 21 |
Eliciting Self-Explanations Improves Children's Performance on a Field-Based Map Skills Task
|
Kastens, Kim A.
|
|
2007
|
|
1 |
p. 45-74
|
artikel
|
| 22 |
Emergent Leadership in Children's Discussion Groups
|
Li, Yuan
|
|
2007
|
|
1 |
p. 1-2
|
artikel
|
| 23 |
Exploring Children's Data Modeling
|
Lehrer, Richard
|
|
1996
|
|
1 |
p. 69-108
|
artikel
|
| 24 |
Facilitating Collaborative Knowledge Building
|
Hmelo-Silver, Cindy E.
|
|
2008
|
|
1 |
p. 48-94
|
artikel
|
| 25 |
From the Editors
|
McCutchen, Deborah
|
|
1998
|
|
1 |
p. 1-2
|
artikel
|
| 26 |
Generative Activity During Geometry Problem Solving: Comparison of the Performance of High-Achieving and Low-Achieving High School Students
|
Lawson, Michael J.
|
|
1994
|
|
1 |
p. 61-93
|
artikel
|
| 27 |
Informal Conceptions of Probability
|
Konold, Clifford
|
|
1989
|
|
1 |
p. 59-98
|
artikel
|
| 28 |
Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students
|
White, Barbara Y.
|
|
1998
|
|
1 |
p. 3-118
|
artikel
|
| 29 |
Inventing a “Mid Level” to Make Ends Meet: Reasoning between the Levels of Complexity
|
Levy, Sharona T.
|
|
2008
|
|
1 |
p. 1-47
|
artikel
|
| 30 |
Judging the Quality of Peer-Led Student Dialogues
|
Keefer, Matthew W.
|
|
2000
|
|
1 |
p. 53-81
|
artikel
|
| 31 |
Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor
|
Roth, Wolff-Michael
|
|
1995
|
|
1 |
p. 73-128
|
artikel
|
| 32 |
Knowledge Building as a Mediator of Conflict in Conceptual Change
|
Chan, Carol
|
|
1997
|
|
1 |
p. 1-40
|
artikel
|
| 33 |
Learning About Statistical Covariation
|
Cobb, Paul
|
|
2003
|
|
1 |
p. 1-78
|
artikel
|
| 34 |
Learning From History Text: The Interaction of Knowledge and Comprehension Skill with Text Structure
|
Voss, James F.
|
|
1996
|
|
1 |
p. 45-68
|
artikel
|
| 35 |
Learning From Maps: General Processes and Map-Structure Influences
|
Rossano, Matt J.
|
|
1996
|
|
1 |
p. 109-137
|
artikel
|
| 36 |
Learning to Understand the Balance Beam
|
Hardiman, Pamela Thibodeau
|
|
1986
|
|
1 |
p. 63-86
|
artikel
|
| 37 |
Learning With Real Machines or Diagrams: Application of Knowledge to Real-World Problems
|
Ferguson, Erika L.
|
|
1995
|
|
1 |
p. 129-160
|
artikel
|
| 38 |
Mathematical Knowledge for Teaching Fraction Multiplication
|
Izsak, Andrew
|
|
2008
|
|
1 |
p. 95-143
|
artikel
|
| 39 |
Mathematical Reasoning: Adults' Ability to Make the Inductive-Deductive Distinction
|
Morris, Anne K.
|
|
2002
|
|
1 |
p. 79-118
|
artikel
|
| 40 |
Meanings of Skill: Effects of Abacus Expertise on Number Representation
|
Miller, Kevin F.
|
|
1991
|
|
1 |
p. 29-67
|
artikel
|
| 41 |
Much Ado About Nothing: The Relation Among Computational Skill, Arithmetic Word Problem Comprehension, and Limited Attentional Resources
|
Rabinowitz, Mitchell
|
|
1995
|
|
1 |
p. 51-71
|
artikel
|
| 42 |
Naive Physics Reasoning: A Commitment to Substance-Based Conceptions
|
Reiner, Miriam
|
|
2000
|
|
1 |
p. 1-34
|
artikel
|
| 43 |
Not Everything Is Proportional: Effects of Age and Problem Type on Propensities for Overgeneralization
|
Van Dooren, Wim
|
|
2005
|
|
1 |
p. 57-86
|
artikel
|
| 44 |
Observational Learning and Its Effects on the Orchestration of Writing Processes
|
Braaksma, Martine A. H.
|
|
2004
|
|
1 |
p. 1-36
|
artikel
|
| 45 |
On the Constraints of Encapsulated Knowledge: Clinical Case Representations by Medical Experts and Subexperts
|
Rikers, Remy M. J. P.
|
|
2002
|
|
1 |
p. 27-45
|
artikel
|
| 46 |
Part-Whole Knowledge and Early Arithmetic Problem Solving
|
Sophian, Catherine
|
|
1994
|
|
1 |
p. 3-33
|
artikel
|
| 47 |
Position Location on Topographical Maps: Effects of Task Factors, Training, and Strategies
|
Schofield, Neville J.
|
|
1994
|
|
1 |
p. 35-60
|
artikel
|
| 48 |
Preschoolers' Developing Knowledge of the Pan Balance: From New Representation to Transformed Problem Solving
|
Metz, Kathleen E.
|
|
1993
|
|
1 |
p. 31-93
|
artikel
|
| 49 |
Primary-Grade Students' Knowledge and Thinking About the Supply of Utilities (Water, Heat, and Light) to Modern Homes
|
Brophy, Jere
|
|
2003
|
|
1 |
p. 79-112
|
artikel
|
| 50 |
Promoting Positive Transfer of Different Types
|
Butterfield, Earl C.
|
|
1991
|
|
1 |
p. 69-102
|
artikel
|
| 51 |
Proving and Doing Proofs in High School Geometry Classes: What Is It That Is Going On for Students?
|
Herbst, Patricio
|
|
2006
|
|
1 |
p. 73-122
|
artikel
|
| 52 |
Reflective Processes in a Mathematics Classroom With a Rich Learning Environment
|
Hershkowitz, Rina
|
|
1999
|
|
1 |
p. 65-92
|
artikel
|
| 53 |
Relations Between Classroom Practices and Student Learning in the Domain of Fractions
|
Saxe, Geoffrey B.
|
|
1999
|
|
1 |
p. 1-24
|
artikel
|
| 54 |
Relative Importance of Domain Knowledge and Overall Aptitude on Acquisition of Domain-Related Information
|
Walker, Carol H.
|
|
1987
|
|
1 |
p. 25-42
|
artikel
|
| 55 |
Revising the Visualizer-Verbalizer Dimension: Evidence for Two Types of Visualizers
|
Kozhevnikov, Maria
|
|
2002
|
|
1 |
p. 47-77
|
artikel
|
| 56 |
Seeing the Complexity of Standing to the Side: Instructional Dialogues
|
Leinhardt, Gaea
|
|
2005
|
|
1 |
p. 87-163
|
artikel
|
| 57 |
Simple Addition Strategies in a First-Grade Class With Multiple Strategy Instruction
|
Torbeyns, Joke
|
|
2005
|
|
1 |
p. 1-21
|
artikel
|
| 58 |
Structuring Effective Worked Examples
|
Ward, Mark
|
|
1990
|
|
1 |
p. 1-39
|
artikel
|
| 59 |
Students' Coordination of Knowledge When Learning to Model Physical Situations
|
Izsak, Andrew
|
|
2004
|
|
1 |
p. 81-128
|
artikel
|
| 60 |
Studying and Using Multiple Documents in History: Effects of Discipline Expertise
|
Rouet, Jean-Francois
|
|
1997
|
|
1 |
p. 85-106
|
artikel
|
| 61 |
Studying Physics Texts: Differences in Study Processes Between Good and Poor Performers
|
Ferguson-Hessler, Monica G. M.
|
|
1990
|
|
1 |
p. 41-54
|
artikel
|
| 62 |
Teacher's Pedagogical Content Beliefs in Mathematics
|
Peterson, Penelope L.
|
|
1989
|
|
1 |
p. 1-40
|
artikel
|
| 63 |
Teaching Children About Revision in Writing
|
Fitzgerald, Jill
|
|
1987
|
|
1 |
p. 3-24
|
artikel
|
| 64 |
Teaching Narrative Comprehension Strategies to First Graders
|
Paris, Alison H.
|
|
2007
|
|
1 |
p. 1-2
|
artikel
|
| 65 |
The Application and Development of an Addition Goal Sketch
|
Baroody, Arthur J.
|
|
2006
|
|
1 |
p. 123-170
|
artikel
|
| 66 |
The Blocks Task: Comparative Analyses of the Task With Other Proportion Tasks and Qualitative Reasoning Skills of Seventh-Grade Children in Solving the Task
|
Harel, Guershon
|
|
1992
|
|
1 |
p. 45-96
|
artikel
|
| 67 |
The Case of Felicia: A Young Child's Strategies for Reducing Memory Demand During Mental Addition
|
Baroody, Arthur J.
|
|
1984
|
|
1 |
p. 109-116
|
artikel
|
| 68 |
The Effect of Explaining Another's Actions on Children's Implicit Theories of Balance
|
Pine, Karen J.
|
|
2000
|
|
1 |
p. 35-51
|
artikel
|
| 69 |
The Effects of Reading Lessons on Comprehension: A Processing Description
|
Omanson, Richard C.
|
|
1984
|
|
1 |
p. 45-67
|
artikel
|
| 70 |
The Evolution of Mathematical Practices: A Case Study
|
Bowers, Janet
|
|
1999
|
|
1 |
p. 25-66
|
artikel
|
| 71 |
The Function of Explicit Discourse Knowledge in the Development of Text Representations and Composing Strategies
|
Scardamalia, Marlene
|
|
1985
|
|
1 |
p. 1-39
|
artikel
|
| 72 |
The Impact of Computer-Based Tools and Embedded Prompts on Writing Processes and Products of Novice and Advanced College Writers
|
Kozma, Robert B.
|
|
1991
|
|
1 |
p. 1-27
|
artikel
|
| 73 |
The Quality of Students' Use of Evidence in Written Scientific Explanations
|
Sandoval, William A.
|
|
2005
|
|
1 |
p. 23-55
|
artikel
|
| 74 |
The Role of Memory in the Acquisition and Retention of Knowledge in Science and Social Studies Units
|
Nuthall, Graham
|
|
2000
|
|
1 |
p. 83-139
|
artikel
|
| 75 |
The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children
|
Anderson, Richard C.
|
|
2001
|
|
1 |
p. 1-46
|
artikel
|
| 76 |
The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
|
Sweller, John
|
|
1985
|
|
1 |
p. 59-89
|
artikel
|
| 77 |
ThinkerTools: Causal Models, Conceptual Change, and Science Education
|
White, Barbara Y.
|
|
1993
|
|
1 |
p. 1-100
|
artikel
|
| 78 |
Transfer in Pieces
|
Wagner, Joseph F.
|
|
2006
|
|
1 |
p. 1-71
|
artikel
|
| 79 |
Usefulness of Tables for Solving Word Problems
|
Reed, Stephen K.
|
|
1987
|
|
1 |
p. 43-59
|
artikel
|
| 80 |
What's So Good About Problem-Based Learning?
|
Capon, Noel
|
|
2004
|
|
1 |
p. 61-79
|
artikel
|
| 81 |
"You Understand, But You Don't Believe It": Tracing the Stabilities and Instabilities of Interaction in a Physics Classroom Through a Multidimensional Framework
|
Leander, Kevin M.
|
|
1999
|
|
1 |
p. 93-135
|
artikel
|
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