| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A further study of productive failure in mathematical problem solving: unpacking the design components
|
Kapur, Manu
|
|
2010
|
|
4 |
p. 561-579
|
artikel
|
| 2 |
Altering the Modality of Instructions to Facilitate Imagination: Interactions between the Modality and Imagination Effects
|
Tindall-Ford, Sharon
|
|
2006
|
|
4 |
p. 343-365
|
artikel
|
| 3 |
An exploratory study into the complexity of relations between physics lecturers’ crafting of practice and students’ expectations of quality teaching
|
Linder, Cedric
|
|
2010
|
|
4 |
p. 513-526
|
artikel
|
| 4 |
Asking students to be active learners: the effects of totally or partially self-generating a graphic organizer on students’ learning performances
|
Colliot, Tiphaine
|
|
2019
|
|
4 |
p. 463-480
|
artikel
|
| 5 |
Assessing schematic knowledge of introductory probability theory
|
Birney, Damian P.
|
|
2005
|
|
4 |
p. 341-366
|
artikel
|
| 6 |
Assistance that fades in improves learning better than assistance that fades out
|
Jennings, Jay
|
|
|
|
4 |
p. 371-394
|
artikel
|
| 7 |
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
|
Berthold, Kirsten
|
|
2008
|
|
4 |
p. 345-363
|
artikel
|
| 8 |
Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers
|
Watkins, David
|
|
2005
|
|
4 |
p. 283-309
|
artikel
|
| 9 |
Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support
|
Schmidgall, Steffen P.
|
|
|
|
4 |
p. 453-474
|
artikel
|
| 10 |
Co-development patterns of knowledge, experience, and self in humanistic knowledge building communities
|
Hod, Yotam
|
|
2018
|
|
4 |
p. 593-619
|
artikel
|
| 11 |
Cognitive ability and cognitive style: finding a connection through resource use behavior
|
Toomey, Natalie
|
|
2019
|
|
4 |
p. 481-498
|
artikel
|
| 12 |
Components of instruction toward a theoretical tool for instructional design
|
M. David Merrill
|
|
2001
|
|
4 |
p. 291-310
20 p.
|
artikel
|
| 13 |
Comprehension of relations among controversial texts: effects of external strategy use
|
Kobayashi, Keiichi
|
|
2008
|
|
4 |
p. 311-324
|
artikel
|
| 14 |
Computer science education as a cultural encounter: a socio-cultural framework for articulating teaching difficulties
|
Ben-David Kolikant, Yifat
|
|
2010
|
|
4 |
p. 543-559
|
artikel
|
| 15 |
Concept map as a tool to assess and enhance students' system thinking skills
|
Khajeloo, Mojtaba
|
|
|
|
4 |
p. 571-597
|
artikel
|
| 16 |
Connected design rationale: a model for measuring design learning using epistemic network analysis
|
Arastoopour Irgens, Golnaz
|
|
|
|
4 |
p. 561-587
|
artikel
|
| 17 |
Content analysis of online discussion on a senior-high-school discussion forum of a virtual physics laboratory
|
Guan, Ying-Hua
|
|
2006
|
|
4 |
p. 279-311
|
artikel
|
| 18 |
Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability
|
Begolli, Kreshnik Nasi
|
|
|
|
4 |
p. 441-473
|
artikel
|
| 19 |
Criteria for the development of complexteaching-learning environments
|
Frank Achtenhagen
|
|
2001
|
|
4 |
p. 361-380
20 p.
|
artikel
|
| 20 |
Delaying instruction: evidence from a study in a university relearning setting
|
Westermann, Katharina
|
|
2012
|
|
4 |
p. 673-689
|
artikel
|
| 21 |
Designing groups in problem-based learning to promoteproblem-solving skill and self-directedness
|
Margaret C. Lohman
|
|
2000
|
|
4 |
p. 291-307
17 p.
|
artikel
|
| 22 |
Developing a smart classroom infrastructure to support real-time student collaboration and inquiry: a 4-year design study
|
Tissenbaum, Mike
|
|
2019
|
|
4 |
p. 423-462
|
artikel
|
| 23 |
Does group composition affect learning by invention?
|
Wiedmann, Michael
|
|
2012
|
|
4 |
p. 711-730
|
artikel
|
| 24 |
Does musical training improve school performance?
|
Wetter, Olive Emil
|
|
2008
|
|
4 |
p. 365-374
|
artikel
|
| 25 |
Do expert clinical teachers have a shared understanding of what constitutes a competent reasoning performance in case-based teaching?
|
Gauthier, Geneviève
|
|
2013
|
|
4 |
p. 579-594
|
artikel
|
| 26 |
Do psychology researchers tell it like it is? A microgenetic analysis of research strategies and self-report accuracy along a continuum of expertise
|
Feldon, David F.
|
|
2008
|
|
4 |
p. 395-415
|
artikel
|
| 27 |
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts
|
Uzuntiryaki, Esen
|
|
2005
|
|
4 |
p. 311-339
|
artikel
|
| 28 |
Effects of discussion representation: comparisons between social and cognitive diagrams
|
Kwon, Kyungbin
|
|
2017
|
|
4 |
p. 469-491
|
artikel
|
| 29 |
Effects of instruction colour and learner empathy on aesthetic appreciation of Chinese poetry
|
Wang, Yi
|
|
|
|
4 |
p. 617-637
|
artikel
|
| 30 |
Effects of related decorative pictures on learning and metacognition
|
Scherer, Demian
|
|
|
|
4 |
p. 571-594
|
artikel
|
| 31 |
Effects of student-facilitated learning on instructional facilitators
|
Bonner, Sarah M.
|
|
2017
|
|
4 |
p. 417-438
|
artikel
|
| 32 |
Enhancing computational thinking skills of students with disabilities
|
Kert, Serhat Bahadır
|
|
|
|
4 |
p. 625-651
|
artikel
|
| 33 |
Enhancing learning from hypertext by inducing agoal orientation: Comparing different approaches
|
Jörg Zumbach
|
|
2002
|
|
4 |
p. 243-267
25 p.
|
artikel
|
| 34 |
Epistemic trajectories: mentoring in a game design practicum
|
Nash, Padraig
|
|
2012
|
|
4 |
p. 745-771
|
artikel
|
| 35 |
Epistemology, situated cognition, and mental models: 'Like a bridge over troubled water'
|
Norbert M. Seel
|
|
2001
|
|
4 |
p. 403-427
25 p.
|
artikel
|
| 36 |
Erratum to: The impact of incorrect examples on learning fractions: a field experiment with 6th grade students
|
Heemsoth, Tim
|
|
2014
|
|
4 |
p. 659-660
|
artikel
|
| 37 |
Evaluating metacognitive scaffolding in Guided Invention Activities
|
Roll, Ido
|
|
2012
|
|
4 |
p. 691-710
|
artikel
|
| 38 |
Examining Chinese kindergarten children’s psychological needs satisfaction in problem solving: A self-determination theory perspective
|
Zhang, Heyi
|
|
2019
|
|
4 |
p. 373-398
|
artikel
|
| 39 |
Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach
|
Koh, Joyce Hwee Ling
|
|
2012
|
|
4 |
p. 793-809
|
artikel
|
| 40 |
Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts
|
Hand, Brian
|
|
|
|
4 |
p. 343-373
|
artikel
|
| 41 |
Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts
|
Hand, Brian
|
|
2006
|
|
4 |
p. 343-373
|
artikel
|
| 42 |
Exploring problem conceptualization and performance in STEM problem solving contexts
|
Delahunty, Thomas
|
|
|
|
4 |
p. 395-425
|
artikel
|
| 43 |
Exploring teachers' instructional designpractices from a systems design perspective
|
Albert W.M. Hoogveld
|
|
2002
|
|
4 |
p. 291-305
15 p.
|
artikel
|
| 44 |
Facilitator presence and identity in online discourse: use of positioning theory as an analytic framework
|
Dennen, Vanessa P.
|
|
2010
|
|
4 |
p. 527-541
|
artikel
|
| 45 |
Forming shared inquiry structures to support knowledge building in a grade 5 community
|
Tao, Dan
|
|
2018
|
|
4 |
p. 563-592
|
artikel
|
| 46 |
Fostering professional communication skills of future physicians and teachers: effects of e-learning with video cases and role-play
|
Gartmeier, Martin
|
|
2015
|
|
4 |
p. 443-462
|
artikel
|
| 47 |
Fostering Understanding by Structural Alignment as a Route to Analogical Learning
|
Lucia Mason
|
|
2004
|
|
4 |
p. 293-318
26 p.
|
artikel
|
| 48 |
Generalized achievement goals and situationalcoping in inquiry learning
|
Marjaana Veermans
|
|
2004
|
|
4 |
p. 269-291
23 p.
|
artikel
|
| 49 |
GTravels towards Problem BasedLearning in Medical Education (VPBL)
|
Bruce E. Bowdish
|
|
2003
|
|
4 |
p. 231-253
23 p.
|
artikel
|
| 50 |
Guiding the design of lessons by using the MAPLET framework: matching aims, processes, learner expertise and technologies
|
Ifenthaler, Dirk
|
|
2013
|
|
4 |
p. 561-578
|
artikel
|
| 51 |
How analogies foster learning from science texts
|
MARIE K. IDING
|
|
1997
|
|
4 |
p. 233-253
21 p.
|
artikel
|
| 52 |
How groups cooperate in a networked geometry learning environment
|
Lai, Kevin
|
|
2013
|
|
4 |
p. 615-637
|
artikel
|
| 53 |
Imitative problem solving Why transfer of learningoften fails to occur
|
Ian Robertsonnm
|
|
2000
|
|
4 |
p. 263-289
27 p.
|
artikel
|
| 54 |
Impacts of learning inventive problem-solving principles: students’ transition from systematic searching to heuristic problem solving
|
Barak, Moshe
|
|
2012
|
|
4 |
p. 657-679
|
artikel
|
| 55 |
Information management and learning incomputer conferences: Coping with irrelevantand unconnected messages
|
Stephan Schwan
|
|
2002
|
|
4 |
p. 269-289
21 p.
|
artikel
|
| 56 |
In search of a future: A critical analysis of research on web-based teaching and learning
|
Michael J. Hannafin
|
|
2003
|
|
4 |
p. 347-351
5 p.
|
artikel
|
| 57 |
Inter-relations of tutor’s and peers’ scaffolding and decision-making discourse acts
|
Pata, Kai
|
|
2006
|
|
4 |
p. 313-341
|
artikel
|
| 58 |
Introduction: From digital dirt road to educationalexpressway: Innovations in web-based pedagogy
|
Kimberly A. Lawless
|
|
2003
|
|
4 |
p. 227-230
4 p.
|
artikel
|
| 59 |
Issues of cultural appropriateness and pedagogical efficacy: exploring peer review in a second language writing class
|
Hu, Guangwei
|
|
2009
|
|
4 |
p. 371-394
|
artikel
|
| 60 |
Knowledge building for use of the internet in education
|
Charles M. Reigeluth
|
|
2003
|
|
4 |
p. 341-346
6 p.
|
artikel
|
| 61 |
Knowledge convergence and collaborative learning
|
Jeong, Heisawn
|
|
|
|
4 |
p. 287-315
|
artikel
|
| 62 |
Knowledge convergence and collaborative learning
|
Jeong, Heisawn
|
|
2006
|
|
4 |
p. 287-315
|
artikel
|
| 63 |
Learning a part together: ensemble learning and infrastructure in a competitive high school marching band
|
Ma, Jasmine Y.
|
|
2018
|
|
4 |
p. 507-532
|
artikel
|
| 64 |
Learning by restorying
|
Slabon, Wayne A.
|
|
2014
|
|
4 |
p. 505-521
|
artikel
|
| 65 |
Learning communities and scaffolding: three different ways to conceptualizing their relationship
|
Fischer, Frank
|
|
2018
|
|
4 |
p. 633-637
|
artikel
|
| 66 |
Learning to talk the educational psychologytalk through a problem-based course
|
Ellina Chernobilsky
|
|
2004
|
|
4 |
p. 319-356
38 p.
|
artikel
|
| 67 |
Lecturers’ vs. students’ perceptions of the accessibility of instructional materials
|
Price, Linda
|
|
|
|
4 |
p. 317-341
|
artikel
|
| 68 |
Lecturers’ vs. students’ perceptions of the accessibility of instructional materials
|
Price, Linda
|
|
2006
|
|
4 |
p. 317-341
|
artikel
|
| 69 |
Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities
|
Holmes, N. G.
|
|
2013
|
|
4 |
p. 523-538
|
artikel
|
| 70 |
Measurement of cognitive load in multimedia learning: a comparison of different objective measures
|
Korbach, Andreas
|
|
2017
|
|
4 |
p. 515-536
|
artikel
|
| 71 |
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment
|
Lipnevich, Anastasiya A.
|
|
2013
|
|
4 |
p. 539-559
|
artikel
|
| 72 |
Mine the process: investigating the cyclical nature of upper primary school students’ self-regulated learning
|
Heirweg, Sofie
|
|
|
|
4 |
p. 337-369
|
artikel
|
| 73 |
Modeling and supporting the authoring processof multimedia simulation based educational software: A knowledge engineering approach
|
Michiel Kuyper
|
|
2001
|
|
4 |
p. 337-359
23 p.
|
artikel
|
| 74 |
Negotiating status hierarchies in middle school inquiry science: implications for marginal non-participation
|
Adams-Wiggins, Karlyn R.
|
|
|
|
4 |
p. 427-451
|
artikel
|
| 75 |
Outside the standard test: The development of a model-based assessment and corresponding rubric
|
Minshew, Lana M.
|
|
|
|
4 |
p. 599-624
|
artikel
|
| 76 |
Peer collaboration: the relation of regulatory behaviors to learning with hypermedia
|
Winters, Fielding I.
|
|
2010
|
|
4 |
p. 407-427
|
artikel
|
| 77 |
Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups
|
Schünemann, Nina
|
|
2017
|
|
4 |
p. 395-415
|
artikel
|
| 78 |
Philosophical implications for the design ofinstruction
|
J. Michael Spector
|
|
2001
|
|
4 |
p. 381-402
22 p.
|
artikel
|
| 79 |
Portraits of PBLCourse objectives and students' study strategies incomputer engineering, psychology and physiotherapy
|
Madeleine Abrandt Dahlgren
|
|
2000
|
|
4 |
p. 309-329
21 p.
|
artikel
|
| 80 |
Preface
|
Sanne Dijkstra
|
|
2001
|
|
4 |
p. 273-274
2 p.
|
artikel
|
| 81 |
Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy
|
Gurlitt, Johannes
|
|
2009
|
|
4 |
p. 417-433
|
artikel
|
| 82 |
Productive dissent in learning communities
|
Trninic, Dragan
|
|
2018
|
|
4 |
p. 621-625
|
artikel
|
| 83 |
Productive failure in learning from generation and invention activities
|
Kapur, Manu
|
|
2012
|
|
4 |
p. 645-650
|
artikel
|
| 84 |
Productive failure in learning the concept of variance
|
Kapur, Manu
|
|
2012
|
|
4 |
p. 651-672
|
artikel
|
| 85 |
Reading for idea advancement in a Grade 4 knowledge building community
|
Zhang, Jianwei
|
|
2010
|
|
4 |
p. 429-452
|
artikel
|
| 86 |
Reasoning about science-related uncertain issues and epistemological perspectives among children
|
Yang, Fang-Ying
|
|
2008
|
|
4 |
p. 325-354
|
artikel
|
| 87 |
Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations
|
Wu, Chao-Jung
|
|
|
|
4 |
p. 551-569
|
artikel
|
| 88 |
Regulation of university teaching
|
Lindblom-Ylänne, Sari
|
|
2010
|
|
4 |
p. 483-495
|
artikel
|
| 89 |
Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement
|
Blankenstein, Floris M. Van
|
|
2012
|
|
4 |
p. 729-744
|
artikel
|
| 90 |
Responsive teaching, informal learning and cultural tools in year nine ensemble practice: a lost opportunity
|
Wallerstedt, Cecilia
|
|
2016
|
|
4 |
p. 379-397
|
artikel
|
| 91 |
Revisiting learning communities: innovations in theory and practice
|
Hod, Yotam
|
|
2018
|
|
4 |
p. 489-506
|
artikel
|
| 92 |
Seductive details hamper learning even when they do not disrupt
|
Kienitz, Anna
|
|
|
|
4 |
p. 595-616
|
artikel
|
| 93 |
Show me your opinion. Perceptual cues in creating and reading argument diagrams
|
Amelsvoort, Marije van
|
|
2016
|
|
4 |
p. 335-357
|
artikel
|
| 94 |
Sources of students’ frustration in pre-university level, prerequisite mathematics courses
|
Sierpinska, Anna
|
|
2007
|
|
4 |
p. 289-320
|
artikel
|
| 95 |
Strategies for success: uncovering what makes students successful in design and learning
|
Apedoe, Xornam S.
|
|
2012
|
|
4 |
p. 773-791
|
artikel
|
| 96 |
Structural Learning Theory: Current status andnew perspectives
|
Joseph M. Scandura
|
|
2001
|
|
4 |
p. 311-336
26 p.
|
artikel
|
| 97 |
Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes
|
Winberg, T. Mikael
|
|
2007
|
|
4 |
p. 269-287
|
artikel
|
| 98 |
Student knowledge construction in service-learning: The role of varied experiences
|
Li, Yulan
|
|
2019
|
|
4 |
p. 399-422
|
artikel
|
| 99 |
Student Learning Theory goes (back) to (high) school
|
Ginns, Paul
|
|
2013
|
|
4 |
p. 485-504
|
artikel
|
| 100 |
Students’ images of mathematics
|
Martin, Lee
|
|
2013
|
|
4 |
p. 595-614
|
artikel
|
| 101 |
Student teachers’ conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition?
|
Kienzler, Julia
|
|
|
|
4 |
p. 639-659
|
artikel
|
| 102 |
Supporting communities of learners in the elementary classroom: the common knowledge learning environment
|
Fong, Cresencia
|
|
2018
|
|
4 |
p. 533-561
|
artikel
|
| 103 |
Task analysis and validation for a qualitative, exploratory curriculumin force and motion
|
M.-F. LEGENDRE
|
|
1997
|
|
4 |
p. 255-305
51 p.
|
artikel
|
| 104 |
Teacher-education students’ views about knowledge building theory and practice
|
Hong, Huang-Yao
|
|
2010
|
|
4 |
p. 467-482
|
artikel
|
| 105 |
Teachers’ learning in a learning study
|
Holmqvist, Mona
|
|
2010
|
|
4 |
p. 497-511
|
artikel
|
| 106 |
Teaching advanced surgical anatomy with visual representations: comparing perceptual fluency and sense making
|
Stahl, Christopher C.
|
|
|
|
4 |
p. 661-686
|
artikel
|
| 107 |
Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education
|
Casado-Ledesma, Lidia
|
|
|
|
4 |
p. 515-559
|
artikel
|
| 108 |
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study
|
van Brussel, Suzan
|
|
|
|
4 |
p. 475-496
|
artikel
|
| 109 |
The collaborative discourse characteristics of high school students during a web-based module for a socioscientific issue
|
Wu, Jen-Yi
|
|
|
|
4 |
p. 499-527
|
artikel
|
| 110 |
The design space for solvinginstructional-design problems
|
Sanne Dijkstra
|
|
2001
|
|
4 |
p. 275-290
16 p.
|
artikel
|
| 111 |
The effectiveness of volition support (VoS) in promoting students’ effort regulation and performance in an online mathematics course
|
Kim, ChanMin
|
|
2016
|
|
4 |
p. 359-377
|
artikel
|
| 112 |
The effect of grade framing on task engagement, task completion, and anticipated regret
|
Tifferet, Sigal
|
|
|
|
4 |
p. 475-494
|
artikel
|
| 113 |
The effect of worked examples on student learning and error anticipation in algebra
|
Barbieri, Christina Areizaga
|
|
|
|
4 |
p. 419-439
|
artikel
|
| 114 |
The effects of teacher-introduced multimodal representations and discourse on students’ task engagement and scientific language during cooperative, inquiry-based science
|
Gillies, Robyn M.
|
|
2017
|
|
4 |
p. 493-513
|
artikel
|
| 115 |
The expertise reversal effect in prompting focused processing of instructional explanations
|
Roelle, Julian
|
|
2012
|
|
4 |
p. 635-656
|
artikel
|
| 116 |
The GlobalEd Project: Gender differences in aproblem-based learning environment ofinternational negotiations
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