| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accommodating heterogeneity: the interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning
|
Grimm, Hanna
|
|
|
|
1 |
p. 103-133
|
artikel
|
| 2 |
A cognitive-motivational model of decision satisfaction
|
Ruth V. Small
|
|
2000
|
|
1 |
p. 1-22
22 p.
|
artikel
|
| 3 |
A comparison of curricular effects on the integration of arithmetic and algebraic schemata in pre-algebra students
|
Moseley, Bryan
|
|
2008
|
|
1 |
p. 1-20
|
artikel
|
| 4 |
A generative professional development program for the development of science teacher epistemic orientations and teaching practices
|
Bae, Yejun
|
|
|
|
1 |
p. 143-167
|
artikel
|
| 5 |
A methodological framework forpractice-based research in networked learning
|
Philippa Levy
|
|
2003
|
|
1 |
p. 87-109
23 p.
|
artikel
|
| 6 |
Analysing and training task analysis
|
J. Patrick
|
|
2000
|
|
1 |
p. 51-79
29 p.
|
artikel
|
| 7 |
Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum
|
Hew, Khe Foon
|
|
2006
|
|
1 |
p. 1-40
|
artikel
|
| 8 |
A note from the Translator/Reviser
|
Rina Kampeas
|
|
1999
|
|
1 |
p. 1-4
4 p.
|
artikel
|
| 9 |
An outcome-oriented pattern-based model to support teaching as a design science
|
Li, Ling
|
|
|
|
1 |
p. 111-142
|
artikel
|
| 10 |
Answering questions after initial study guides attention during restudy
|
Dirkx, Kim J. H.
|
|
2014
|
|
1 |
p. 59-71
|
artikel
|
| 11 |
“Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education
|
Pöysä-Tarhonen, Johanna
|
|
|
|
1 |
p. 1-34
|
artikel
|
| 12 |
A personal inquiry into an experience ofadult learning on-line
|
Sarah J. Mann
|
|
2003
|
|
1 |
p. 111-125
15 p.
|
artikel
|
| 13 |
A rational reconstruction of the kinetic moleculartheory of gases based on history and philosophy of science and its implications for chemistry textbooks
|
Mansoor Niaz
|
|
2000
|
|
1 |
p. 23-50
28 p.
|
artikel
|
| 14 |
Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment
|
Dori, Yehudit Judy
|
|
2011
|
|
1 |
p. 69-91
|
artikel
|
| 15 |
A study of students’ reasoning about probabilistic causality: Implications for understanding complex systems and for instructional design
|
Grotzer, Tina A.
|
|
2016
|
|
1 |
p. 25-52
|
artikel
|
| 16 |
Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science
|
Mason, Lucia
|
|
2012
|
|
1 |
p. 49-79
|
artikel
|
| 17 |
Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science
|
Mason, Lucia
|
|
|
|
1 |
p. 49-79
|
artikel
|
| 18 |
Beyond intelligent tutoring systems:Situations, interactions, processes and affordances
|
Fabio N. Akhras
|
|
2002
|
|
1 |
p. 1-30
30 p.
|
artikel
|
| 19 |
Beyond intelligent tutoring systems:Using computers as METAcognitive tools toenhance learning?
|
Roger Azevedo
|
|
2002
|
|
1 |
p. 31-45
15 p.
|
artikel
|
| 20 |
Blended university teaching using virtual learning environments: conceptions and approaches
|
Lameras, Petros
|
|
2011
|
|
1 |
p. 141-157
|
artikel
|
| 21 |
Block scheduled versus traditional biology teaching—an educational experiment using the water lily
|
Randler, Christoph
|
|
2007
|
|
1 |
p. 17-25
|
artikel
|
| 22 |
Broadening the horizons of research on discovery-based learning
|
Clements, Douglas H.
|
|
2018
|
|
1 |
p. 155-167
|
artikel
|
| 23 |
Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems
|
Fielding, Jill
|
|
|
|
1 |
p. 35-61
|
artikel
|
| 24 |
Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations
|
Ngu, Bing Hiong
|
|
2008
|
|
1 |
p. 21-42
|
artikel
|
| 25 |
Co-construction of knowledge in tertiary online settings: an ecology of resources perspective
|
Westberry, Nicola
|
|
2012
|
|
1 |
p. 147-164
|
artikel
|
| 26 |
Cognitive load theory and the effects of transient information on the modality effect
|
Leahy, Wayne
|
|
2015
|
|
1 |
p. 107-123
|
artikel
|
| 27 |
Cognitive, metacognitive, and motivational aspects of problem solving
|
Richard E. Mayer
|
|
1998
|
|
1 |
p. 49-63
15 p.
|
artikel
|
| 28 |
Commentary: Promoting systems understanding
|
Chinn, Clark A.
|
|
2017
|
|
1 |
p. 123-135
|
artikel
|
| 29 |
Complexity, theory and praxis: Researchingcollaborative learning and tutoring processesin a networked learning community
|
Maarten De Laat
|
|
2003
|
|
1 |
p. 7-39
33 p.
|
artikel
|
| 30 |
Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?
|
Hilbert, Tatjana S.
|
|
2007
|
|
1 |
p. 53-73
|
artikel
|
| 31 |
Conceptual change using multiple interpretiveperspectives:Two case studies in secondary school chemistry
|
Allan G. Harrison
|
|
2001
|
|
1 |
p. 45-85
41 p.
|
artikel
|
| 32 |
Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities
|
Wu, Pai-Hsing
|
|
|
|
1 |
p. 79-113
|
artikel
|
| 33 |
Contextual differences in student motivation and self-regulatedlearning in mathematics, English, and social studies classrooms
|
Christopher A. Wolters
|
|
1998
|
|
1 |
p. 27-47
21 p.
|
artikel
|
| 34 |
Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support
|
Smet, Marijke De
|
|
2007
|
|
1 |
p. 87-105
|
artikel
|
| 35 |
Culturally colored didactics: The sociopolitical at the heart ofsecond/foreign language teaching in Francophone geolinguistic spaces
|
Angéline MarteL
|
|
1999
|
|
1 |
p. 73-96
24 p.
|
artikel
|
| 36 |
Deep learning is difficult
|
JACOBIJN SANDBERG
|
|
1997
|
|
1 |
p. 15-36
22 p.
|
artikel
|
| 37 |
Designing for discovery learning of complexity principles of congestion by driving together in the TrafficJams simulation
|
Levy, Sharona T.
|
|
2018
|
|
1 |
p. 105-132
|
artikel
|
| 38 |
Designing usable interventions: bringing student perspectives to the table
|
Fishman, Barry J.
|
|
2013
|
|
1 |
p. 115-121
|
artikel
|
| 39 |
Didactics and professional practice in preservice teacher education: Acomparison of the situations in France and Québec
|
Jacqueline Lacotte
|
|
1999
|
|
1 |
p. 165-192
28 p.
|
artikel
|
| 40 |
Didactics and the culture of school disciplines: The case of French language arts as taught in France
|
Jean-Marie Fournier
|
|
1999
|
|
1 |
p. 119-145
27 p.
|
artikel
|
| 41 |
Didactique? Is it a plaisanterie? You must be joking! A critical comment on terminology
|
Yves Chevallard
|
|
1999
|
|
1 |
p. 5-7
3 p.
|
artikel
|
| 42 |
Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction
|
Könings, Karen D.
|
|
2013
|
|
1 |
p. 11-30
|
artikel
|
| 43 |
Discovery learning: zombie, phoenix, or elephant?
|
Bakker, Arthur
|
|
2018
|
|
1 |
p. 169-183
|
artikel
|
| 44 |
Does the amount of on-screen text influence student learning from a multimedia-based instructional unit?
|
Ardaç, Dilek
|
|
2007
|
|
1 |
p. 75-88
|
artikel
|
| 45 |
Do students attend to representational illustrations of non-standard mathematical word problems, and, if so, how helpful are they?
|
Dewolf, Tinne
|
|
2014
|
|
1 |
p. 147-171
|
artikel
|
| 46 |
Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos
|
Lescarret, Colin
|
|
|
|
1 |
p. 41-69
|
artikel
|
| 47 |
Editorial
|
Goodyear, Peter
|
|
2008
|
|
1 |
p. 1-2
|
artikel
|
| 48 |
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks
|
DiDonato, Nicole C.
|
|
2012
|
|
1 |
p. 25-47
|
artikel
|
| 49 |
Effect of worked examples and Cognitive Tutor training on constructing equations
|
Reed, Stephen K.
|
|
2012
|
|
1 |
p. 1-24
|
artikel
|
| 50 |
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course
|
Kim, ChanMin
|
|
2011
|
|
1 |
p. 173-192
|
artikel
|
| 51 |
Effects of conceptual knowledge and availability of information sources on law students’ legal reasoning
|
Nievelstein, Fleurie
|
|
2008
|
|
1 |
p. 23-35
|
artikel
|
| 52 |
Effects of different evaluative feedback on students’ self-efficacy in learning
|
Chan, Joanne C. Y.
|
|
2008
|
|
1 |
p. 37-58
|
artikel
|
| 53 |
Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing
|
Cheung, Wai Ming
|
|
2009
|
|
1 |
p. 63-85
|
artikel
|
| 54 |
Effects of problem-based discussion on studying a subsequenttext: A randomized trial among first year medical students
|
Willem S. de Grave
|
|
2001
|
|
1 |
p. 33-44
12 p.
|
artikel
|
| 55 |
Effects of representational guidance during computer-supported collaborative learning
|
Janssen, Jeroen
|
|
2008
|
|
1 |
p. 59-88
|
artikel
|
| 56 |
Engaging elementary students in learning science: an analysis of classroom dialogue
|
Watters, James J.
|
|
2015
|
|
1 |
p. 25-44
|
artikel
|
| 57 |
Engaging young students in scientific investigations: prompting for meaningful reflection
|
Wilson, Travis
|
|
2011
|
|
1 |
p. 19-46
|
artikel
|
| 58 |
Epistemic and social scripts in computer–supported collaborative learning
|
Weinberger, Armin
|
|
2005
|
|
1 |
p. 1-30
|
artikel
|
| 59 |
Epistemic gameplay and discovery in computational model-based inquiry activities
|
Wilkerson, Michelle Hoda
|
|
2017
|
|
1 |
p. 35-60
|
artikel
|
| 60 |
Evaluating the apt epistemic processes of data literacy in elementary school students
|
Cottone, Amanda M.
|
|
|
|
1 |
p. 1-37
|
artikel
|
| 61 |
Evaluating writing instruction through an investigation of students’ experiences of learning through writing
|
Ellis, Robert A.
|
|
2005
|
|
1 |
p. 49-71
|
artikel
|
| 62 |
Examining the effects of tempo in background music on adolescent learners’ reading comprehension performance: employing a multimodal approach
|
Moreno, Matthew
|
|
|
|
1 |
p. 71-88
|
artikel
|
| 63 |
Examining the preparatory effects of problem generation and solution generation on learning from instruction
|
Kapur, Manu
|
|
2017
|
|
1 |
p. 61-76
|
artikel
|
| 64 |
Explaining Newton’s laws of motion: using student reasoning through representations to develop conceptual understanding
|
Waldrip, Bruce
|
|
2012
|
|
1 |
p. 165-189
|
artikel
|
| 65 |
Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web
|
Lee, Min-Hsien
|
|
2008
|
|
1 |
p. 1-21
|
artikel
|
| 66 |
Exploring turn-taking patterns during dialogic collaborative problem solving
|
Hu, Liru
|
|
|
|
1 |
p. 63-88
|
artikel
|
| 67 |
Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses
|
Jian, Yu-Cin
|
|
|
|
1 |
p. 109-137
|
artikel
|
| 68 |
Facilitating debate in networked learning:Reflecting on online synchronous discussion inhigher education
|
Rachel M. Pilkington
|
|
2003
|
|
1 |
p. 41-63
23 p.
|
artikel
|
| 69 |
Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds
|
Martin, Nicole D.
|
|
2018
|
|
1 |
p. 69-98
|
artikel
|
| 70 |
Fostering students’ evaluation behaviour while searching the internet
|
Walraven, Amber
|
|
2012
|
|
1 |
p. 125-146
|
artikel
|
| 71 |
Fostering students’ motivation towards learning research skills: the role of autonomy, competence and relatedness support
|
Maddens, Louise
|
|
|
|
1 |
p. 165-199
|
artikel
|
| 72 |
French research into the didactics and technology of physical activities and sportes: An expanding new field
|
Bernard David
|
|
1999
|
|
1 |
p. 147-163
17 p.
|
artikel
|
| 73 |
Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education
|
Goeze, Annika
|
|
2014
|
|
1 |
p. 91-114
|
artikel
|
| 74 |
How effective is instructional support for learning with computer simulations?
|
Eckhardt, Marc
|
|
2012
|
|
1 |
p. 105-124
|
artikel
|
| 75 |
How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning?
|
Wijnia, Lisette
|
|
2014
|
|
1 |
p. 39-58
|
artikel
|
| 76 |
How is the body’s systemic nature manifested amongst high school biology students?
|
Tripto, Jaklin
|
|
2016
|
|
1 |
p. 73-98
|
artikel
|
| 77 |
How to make guided discovery learning practical for student teachers
|
Janssen, Fred J. J. M.
|
|
2013
|
|
1 |
p. 67-90
|
artikel
|
| 78 |
Improving early reading comprehension using embodied CAI
|
Glenberg, Arthur M.
|
|
2009
|
|
1 |
p. 27-39
|
artikel
|
| 79 |
Inclusive ownership of participatory learning
|
Druin, Allison
|
|
2014
|
|
1 |
p. 123-126
|
artikel
|
| 80 |
Instruction, repetition, discovery: restoring the historical educational role of practice
|
Trninic, Dragan
|
|
2017
|
|
1 |
p. 133-153
|
artikel
|
| 81 |
Instructions for Authors
|
|
|
2003
|
|
1 |
p. 151-158
8 p.
|
artikel
|
| 82 |
Instructions for Authors
|
|
|
2005
|
|
1 |
p. 97-103
|
artikel
|
| 83 |
Instructions for Authors
|
|
|
2002
|
|
1 |
p. 71-78
8 p.
|
artikel
|
| 84 |
Instructions for Authors
|
|
|
2006
|
|
1 |
p. 89-96
|
artikel
|
| 85 |
Interactivity Between Protégés and Scientists in an Electronic Mentoring Program
|
Bonnett, Cara
|
|
2006
|
|
1 |
p. 21-61
|
artikel
|
| 86 |
Introduction to special issue: models and tools for systems learning and instruction
|
Yoon, Susan A.
|
|
2017
|
|
1 |
p. 1-4
|
artikel
|
| 87 |
Introduction to the special issue onAdvances in Research on Networked Learning
|
|
|
2003
|
|
1 |
p. 1-6
6 p.
|
artikel
|
| 88 |
Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation
|
Coştu, Bayram
|
|
2011
|
|
1 |
p. 47-67
|
artikel
|
| 89 |
Investigating the mechanisms of learning from a constrained preparation for future learning activity
|
Siler, Stephanie A.
|
|
2012
|
|
1 |
p. 191-216
|
artikel
|
| 90 |
Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours
|
Choy, Jeanette Lyn Fung
|
|
2011
|
|
1 |
p. 159-172
|
artikel
|
| 91 |
Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking
|
Wittwer, Jörg
|
|
2007
|
|
1 |
p. 27-52
|
artikel
|
| 92 |
Learning and knowing songs: a study of children as music teachers
|
Kullenberg, Tina
|
|
2015
|
|
1 |
p. 1-23
|
artikel
|
| 93 |
Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer
|
Lachner, Andreas
|
|
2018
|
|
1 |
p. 19-37
|
artikel
|
| 94 |
Learning from equations or words
|
MARTIN LEUNG
|
|
1997
|
|
1 |
p. 37-70
34 p.
|
artikel
|
| 95 |
Learning from video modeling examples: does gender matter?
|
Hoogerheide, Vincent
|
|
2015
|
|
1 |
p. 69-86
|
artikel
|
| 96 |
Mathematics teaching as problem solving: A framework for studying teachermetacognition underlying instructional practice in mathematics
|
Alice F. Artzt
|
|
1998
|
|
1 |
p. 5-25
21 p.
|
artikel
|
| 97 |
Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings
|
Schmeck, Annett
|
|
2014
|
|
1 |
p. 93-114
|
artikel
|
| 98 |
Metacognition, abilities, and developing expertise: What makes anexpert student?
|
Robert J. Sternberg
|
|
1998
|
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1 |
p. 127-140
14 p.
|
artikel
|
| 99 |
Metacognition and EFL/ESL reading
|
Patricia L. Carrell
|
|
1998
|
|
1 |
p. 97-112
16 p.
|
artikel
|
| 100 |
Metacognition in basic skills instruction
|
Annette F. Gourgey
|
|
1998
|
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1 |
p. 81-96
16 p.
|
artikel
|
| 101 |
Metacognition in teaching and learning: An introduction
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Hope J. Hartman
|
|
1998
|
|
1 |
p. 1-3
3 p.
|
artikel
|
| 102 |
Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building
|
Zhu, Gaoxia
|
|
|
|
1 |
p. 1-40
|
artikel
|
| 103 |
Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study
|
Merchie, Emmelien
|
|
|
|
1 |
p. 23-65
|
artikel
|
| 104 |
Multimethod assessment of self-regulated learning in college students: different methods for different components?
|
Dörrenbächer-Ulrich, Laura
|
|
|
|
1 |
p. 137-163
|
artikel
|
| 105 |
Multiplying perspectives and improving practice: what can happen when undergraduate students collaborate with college faculty to explore teaching and learning
|
Cook-Sather, Alison
|
|
2013
|
|
1 |
p. 31-46
|
artikel
|
| 106 |
Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer
|
Wouters, Pieter
|
|
2008
|
|
1 |
p. 89-104
|
artikel
|
| 107 |
Observational narrative knowledging in early professional development of student teachers of English
|
Kartal, Galip
|
|
|
|
1 |
p. 109-135
|
artikel
|
| 108 |
Observing complex systems thinking in the zone of proximal development
|
Danish, Joshua
|
|
2016
|
|
1 |
p. 5-24
|
artikel
|
| 109 |
Opening dimensions of variation: Anempirical study of learning in a Web-baseddiscussion
|
Shirley Booth
|
|
2003
|
|
1 |
p. 65-86
22 p.
|
artikel
|
| 110 |
Participatory design of learning environments: integrating perspectives of students, teachers, and designers
|
Könings, Karen D.
|
|
2013
|
|
1 |
p. 1-9
|
artikel
|
| 111 |
Patterns of Instructional-design Factors Prompting Reflective Thinking in Middle-school and College Level Problem-based Learning Environments
|
Song, Hae-Deok
|
|
2006
|
|
1 |
p. 63-87
|
artikel
|
| 112 |
Patterns of Variation in Teaching the Colour of Light to Primary 3 Students
|
Ling, Lo Mun
|
|
2006
|
|
1 |
p. 1-19
|
artikel
|
| 113 |
Pédagogie and didactique: An incestuous relationship
|
Yves Bertrand
|
|
1999
|
|
1 |
p. 33-51
19 p.
|
artikel
|
| 114 |
Peer interaction and the learning of critical thinkingskills in further education students
|
Tony Anderson
|
|
2001
|
|
1 |
p. 1-32
32 p.
|
artikel
|
| 115 |
Preparatory effects of problem solving versus studying examples prior to instruction
|
Hartmann, Christian
|
|
|
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