| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An extended dual search space model of scientific discovery learning
|
Wouter R. VAN Joolingen
|
|
1997
|
|
5 |
p. 307-346
40 p.
|
artikel
|
| 2 |
An integrative perceptual approach for teaching Chinese characters
|
Tse, Shek Kam
|
|
2006
|
|
5 |
p. 375-406
|
artikel
|
| 3 |
Authors Index Volume 28 2000
|
|
|
2000
|
|
5 |
p. 533-534
2 p.
|
artikel
|
| 4 |
Becoming a better teacher A case of changing the pedagogical knowledge and beliefs of law professors
|
Nira Hativa
|
|
2000
|
|
5 |
p. 491-523
33 p.
|
artikel
|
| 5 |
Boundary Crossing in Student-Teacher-Scientist-Partnerships: Designer Considerations and Methods to Integrate Citizen Science with School Science
|
Bopardikar, Anushree
|
|
|
|
5 |
p. 847-886
|
artikel
|
| 6 |
Bridging communities and schools in Urban development: community and citizen science
|
Magnussen, Rikke
|
|
|
|
5 |
p. 887-911
|
artikel
|
| 7 |
Charting the routes to revision: An interplay of writing goals, peer comments, and self-reflections from peer reviews
|
Zhang, Fuhui
|
|
2017
|
|
5 |
p. 679-707
|
artikel
|
| 8 |
Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples
|
Steininger, Tim M.
|
|
|
|
5 |
p. 771-788
|
artikel
|
| 9 |
Cognitive and socio-motivational aspects in learning with animations: there is more to it than ‘do they aid learning or not’
|
Scheiter, Katharina
|
|
2009
|
|
5 |
p. 435-440
|
artikel
|
| 10 |
Cognitive load in percentage change problems: unitary, pictorial, and equation approaches to instruction
|
Ngu, Bing Hiong
|
|
2014
|
|
5 |
p. 685-713
|
artikel
|
| 11 |
Cognitive style and instructional preferences
|
Eugene Sadler-Smith
|
|
1999
|
|
5 |
p. 355-371
17 p.
|
artikel
|
| 12 |
Collaborating with digital tools and peers in medical education: cases and simulations as interventions in learning
|
Helle, Laura
|
|
2012
|
|
5 |
p. 737-744
|
artikel
|
| 13 |
Collaboration, intragroup conflict, and social skills in project-based learning
|
Lee, Dabae
|
|
2015
|
|
5 |
p. 561-590
|
artikel
|
| 14 |
College students’ perceived learning environment and their social media engagement in activities unrelated to class work
|
Alt, Dorit
|
|
2017
|
|
5 |
p. 623-643
|
artikel
|
| 15 |
Commentary
|
Ludvigsen, Sten
|
|
2012
|
|
5 |
p. 849-855
|
artikel
|
| 16 |
Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities
|
Ballard, Heidi L.
|
|
|
|
5 |
p. 913-919
|
artikel
|
| 17 |
Comprehending conflicting science-related texts: graphs as plausibility cues
|
Isberner, Maj-Britt
|
|
2013
|
|
5 |
p. 849-872
|
artikel
|
| 18 |
Computer-based 3D simulation: a study of communication practices in a trauma team performing patient examination and diagnostic work
|
Krange, Ingeborg
|
|
2012
|
|
5 |
p. 829-847
|
artikel
|
| 19 |
Computer-enabled visual creativity: an empirically-based model with implications for learning and instruction
|
Jiajun, Guo
|
|
2019
|
|
5 |
p. 609-625
|
artikel
|
| 20 |
Conceptual change within dyadic interactions: the dance of conceptual and material agency
|
Heyd-Metzuyanim, Einat
|
|
2017
|
|
5 |
p. 645-677
|
artikel
|
| 21 |
Constructivist learning (environments) and how to avoid another tower of Babel: reply to Renkl
|
Gijbels, David
|
|
2009
|
|
5 |
p. 499-502
|
artikel
|
| 22 |
Contents of Volume 28 2000
|
|
|
2000
|
|
5 |
p. 535-536
2 p.
|
artikel
|
| 23 |
Conveying clinical reasoning based on visual observation via eye-movement modelling examples
|
Jarodzka, Halszka
|
|
2012
|
|
5 |
p. 813-827
|
artikel
|
| 24 |
Critical incident-based computer supported collaborativelearning
|
Som Naidu
|
|
1999
|
|
5 |
p. 329-354
26 p.
|
artikel
|
| 25 |
Data to decision-making: how elementary students use their Community and Citizen Science project to reimagine their school campus
|
Bird, Erin Bridges
|
|
|
|
5 |
p. 763-791
|
artikel
|
| 26 |
Debriefing interview and Colloquium:How effective are these as research strategies?
|
L. McAlpine
|
|
2002
|
|
5 |
p. 403-432
30 p.
|
artikel
|
| 27 |
Debugging during block-based programming
|
Kim, ChanMin
|
|
2018
|
|
5 |
p. 767-787
|
artikel
|
| 28 |
Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills
|
Kicken, Wendy
|
|
2008
|
|
5 |
p. 453-473
|
artikel
|
| 29 |
Design ideas, reflection, and professional identity: how graduate students explore the idea generation process
|
Hutchinson, Alisa
|
|
2015
|
|
5 |
p. 527-544
|
artikel
|
| 30 |
Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity
|
Vogel, Freydis
|
|
2016
|
|
5 |
p. 477-500
|
artikel
|
| 31 |
Development and evaluation of a student-centredmultimedia self-assessment instrument forsocial-communicative competence
|
Anouke W.E.A. Bakx
|
|
2002
|
|
5 |
p. 335-359
25 p.
|
artikel
|
| 32 |
Disentangling intensity from breadth of science interest: What predicts learning behaviors?
|
Bathgate, Meghan
|
|
2016
|
|
5 |
p. 423-440
|
artikel
|
| 33 |
Does the extent of problem familiarity influence students’ learning in problem-based learning?
|
Sockalingam, Nachamma
|
|
2013
|
|
5 |
p. 921-932
|
artikel
|
| 34 |
Do medium and Context Matter when learning from multiple complementary Digital texts and videos?
|
Mason, Lucia
|
|
|
|
5 |
p. 653-679
|
artikel
|
| 35 |
Drawing on the variation theory to enhance students’ learning of Chinese characters
|
Lam, Ho Cheong
|
|
2013
|
|
5 |
p. 955-974
|
artikel
|
| 36 |
Effectiveness of the Additional Early Mathematics program for teachingchildren early mathematics
|
Bernadette A.M. Van De Rijt
|
|
1998
|
|
5 |
p. 337-358
22 p.
|
artikel
|
| 37 |
Effects of a rubric for mathematical reasoning on teaching and learning in primary school
|
Smit, Robbert
|
|
2017
|
|
5 |
p. 603-622
|
artikel
|
| 38 |
Effects of detailed illustrations on science learning: an eye-tracking study
|
Lin, Yu Ying
|
|
2017
|
|
5 |
p. 557-581
|
artikel
|
| 39 |
Effects of group experience and information distribution on collaborative learning
|
Zambrano, Jimmy
|
|
2019
|
|
5 |
p. 531-550
|
artikel
|
| 40 |
Embedding self-explanation prompts to support learning via instructional video
|
Bai, Caixia
|
|
|
|
5 |
p. 681-701
|
artikel
|
| 41 |
Emotion and multimedia learning: an investigation of the effects of valence and arousal on different modalities in an instructional animation
|
Chung, Sungwon
|
|
2015
|
|
5 |
p. 545-559
|
artikel
|
| 42 |
Examination-type preferences of secondary school students and theirteachers in the science disciplines
|
David Ben-Chaim
|
|
1997
|
|
5 |
p. 347-367
21 p.
|
artikel
|
| 43 |
Experimental evidence for diagramming benefits in science writing
|
Barstow, Brendan
|
|
2017
|
|
5 |
p. 537-556
|
artikel
|
| 44 |
Exploring evidence of reflective thinking in student artifacts of blogging-mapping tool: a design-based research approach
|
Xie, Ying
|
|
2010
|
|
5 |
p. 695-719
|
artikel
|
| 45 |
Exploring the deep-level reasoning questions effect during vicarious learning among eighth to eleventh graders in the domains of computer literacy and Newtonian physics
|
Gholson, Barry
|
|
2008
|
|
5 |
p. 487-493
|
artikel
|
| 46 |
First-year medical students’ conceptual understanding of and resistance to conceptual change concerning the central cardiovascular system
|
Mikkilä-Erdmann, Mirjamaija
|
|
2012
|
|
5 |
p. 745-754
|
artikel
|
| 47 |
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems?
|
van Harsel, Milou
|
|
|
|
5 |
p. 703-728
|
artikel
|
| 48 |
How to assist the students while learning from text? Effects of inserting adjunct questions on text processing
|
Rubio, Alba
|
|
|
|
5 |
p. 749-770
|
artikel
|
| 49 |
Indeed, sometimes knowledge does not help:A replication study
|
Robin Stark
|
|
1998
|
|
5 |
p. 391-407
17 p.
|
artikel
|
| 50 |
In pursuit of mutual benefits in school-based citizen science: who wins what in a win-win situation?
|
Atias, Osnat
|
|
|
|
5 |
p. 695-728
|
artikel
|
| 51 |
Investigating factors affecting student academic achievement in mathematics and science: cognitive style, self-regulated learning and working memory
|
Wang, Tzu-Hua
|
|
|
|
5 |
p. 789-806
|
artikel
|
| 52 |
Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?
|
Kollmer, Julia
|
|
|
|
5 |
p. 569-589
|
artikel
|
| 53 |
Learner control in animated multimedia instructions
|
Tabbers, Huib K.
|
|
2009
|
|
5 |
p. 441-453
|
artikel
|
| 54 |
Learning basic surgical skills through simulator training
|
Silvennoinen, Minna
|
|
2012
|
|
5 |
p. 769-783
|
artikel
|
| 55 |
Learning from animation enabled by collaboration
|
Rebetez, Cyril
|
|
2009
|
|
5 |
p. 471-485
|
artikel
|
| 56 |
Lecturers' approaches to teaching and their relationship to conceptions of good teaching
|
David Kember
|
|
2000
|
|
5 |
p. 469-490
22 p.
|
artikel
|
| 57 |
Living the DReaM: The interrelations between statistical, scientific and nature of science uncertainty articulations through citizen science
|
Aridor, Keren
|
|
|
|
5 |
p. 729-762
|
artikel
|
| 58 |
Localizing, describing, interpreting: effects of different audio text structures on attributing meaning to digital pictures
|
Glaser, Manuela
|
|
|
|
5 |
p. 729-748
|
artikel
|
| 59 |
Mathematics learning with multiple solution methods: effects of types of solutions and learners’ activity
|
Große, Cornelia S.
|
|
2014
|
|
5 |
p. 715-745
|
artikel
|
| 60 |
Metacognition in chemical education: question posing in the case-based computerized learning environment
|
Kaberman, Zvia
|
|
2008
|
|
5 |
p. 403-436
|
artikel
|
| 61 |
Motivating students of mixed efficacy profiles in technology skills classes: A case study
|
Koh, Joyce Hwee Ling
|
|
2006
|
|
5 |
p. 423-449
|
artikel
|
| 62 |
Multiple dimensions of university teacher self-concept
|
Lawrence A. Roche
|
|
2000
|
|
5 |
p. 439-468
30 p.
|
artikel
|
| 63 |
Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research
|
Matuk, Camillia
|
|
|
|
5 |
p. 793-845
|
artikel
|
| 64 |
Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction
|
Könings, Karen D.
|
|
2010
|
|
5 |
p. 737-762
|
artikel
|
| 65 |
Patterns in elementary school students′ strategic actions in varying learning situations
|
Malmberg, Jonna
|
|
2013
|
|
5 |
p. 933-954
|
artikel
|
| 66 |
Pedagogical practices: examining preservice teachers’ perceptions of their abilities
|
Edwards, Maeghan N.
|
|
2006
|
|
5 |
p. 443-465
|
artikel
|
| 67 |
Peer reviewers learn from giving comments
|
Cho, Young Hoan
|
|
2010
|
|
5 |
p. 629-643
|
artikel
|
| 68 |
Personality, assessment methods and academic performance
|
Furnham, Adrian
|
|
2013
|
|
5 |
p. 975-987
|
artikel
|
| 69 |
Planning introductory college courses Content, context and form
|
Joan S. Stark
|
|
2000
|
|
5 |
p. 413-438
26 p.
|
artikel
|
| 70 |
Preservice elementary science teachers’ argumentation competence: impact of a training programme
|
Cebrián-Robles, Daniel
|
|
2018
|
|
5 |
p. 789-817
|
artikel
|
| 71 |
Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments
|
Belland, Brian R.
|
|
2010
|
|
5 |
p. 667-694
|
artikel
|
| 72 |
Promoting students’ use of epistemic understanding in the evaluation of socioscientific issues through a practice-based approach
|
Leung, Jessica Shuk Ching
|
|
|
|
5 |
p. 591-622
|
artikel
|
| 73 |
Realism, authenticity, and learning in healthcare simulations: rules of relevance and irrelevance as interactive achievements
|
Rystedt, Hans
|
|
2012
|
|
5 |
p. 785-798
|
artikel
|
| 74 |
Recurring patterns in the development of high school biology students’ system thinking over time
|
Tripto, Jaklin
|
|
2018
|
|
5 |
p. 639-680
|
artikel
|
| 75 |
Redesigning a curriculum for inquiry: an ecology case study
|
Spronken-Smith, R. A.
|
|
2010
|
|
5 |
p. 721-735
|
artikel
|
| 76 |
Redesigning problem-based learning in the knowledge creation paradigm for school science learning
|
Yeo, Jennifer
|
|
2014
|
|
5 |
p. 747-775
|
artikel
|
| 77 |
Reflection issues related to improving professors' teaching and students' learning
|
Lynn McAlpine
|
|
2000
|
|
5 |
p. 363-385
23 p.
|
artikel
|
| 78 |
School participation in citizen science (SPICES): substantiating a field of research and practice
|
Kali, Yael
|
|
|
|
5 |
p. 687-694
|
artikel
|
| 79 |
Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment
|
Wong, Lung-Hsiang
|
|
2016
|
|
5 |
p. 399-422
|
artikel
|
| 80 |
Sharing cognition to construct scientific knowledgein school context: The role of oral and written discourse
|
Lucia Mason
|
|
1998
|
|
5 |
p. 359-389
31 p.
|
artikel
|
| 81 |
Strategic alertness and expanded awareness within sophisticated conceptions of teaching
|
Noel Entwistle
|
|
2000
|
|
5 |
p. 335-361
27 p.
|
artikel
|
| 82 |
Student perceptions of facilitators’ social congruence, use of expertise and cognitive congruence in problem-based learning
|
Yew, Elaine H. J.
|
|
2013
|
|
5 |
p. 795-815
|
artikel
|
| 83 |
Supplementing floundering text with adjunct displays
|
Kenneth A. Kiewra
|
|
1999
|
|
5 |
p. 373-401
29 p.
|
artikel
|
| 84 |
Support, belonging, motivation, and engagement in the college classroom: a mixed method study
|
Zumbrunn, Sharon
|
|
2014
|
|
5 |
p. 661-684
|
artikel
|
| 85 |
Synergies: effects of source representation and goal instructions on evidence quality, reasoning, and conceptual integration during argumentation-driven inquiry
|
Kim, So Mi
|
|
2016
|
|
5 |
p. 441-476
|
artikel
|
| 86 |
Task-oriented reading of multiple documents: online comprehension processes and offline products
|
Anmarkrud, Øistein
|
|
2013
|
|
5 |
p. 873-894
|
artikel
|
| 87 |
Teacher and student enactments of a transdisciplinary art-science-computing unit
|
Finch, Lila
|
|
|
|
5 |
p. 525-568
|
artikel
|
| 88 |
Teacher guidance to mediate student inquiry through interactive dynamic visualizations
|
Chang, Hsin-Yi
|
|
2012
|
|
5 |
p. 895-920
|
artikel
|
| 89 |
Teacher thinking, beliefs, and knowledge in higher education An introduction
|
Nira Hativa
|
|
2000
|
|
5 |
p. 331-334
4 p.
|
artikel
|
| 90 |
Teaching multiplication to low math performers:Guided versus structured instruction
|
Evelyn H. Kroesbergen
|
|
2002
|
|
5 |
p. 361-378
18 p.
|
artikel
|
| 91 |
Testing the effectiveness of creative map mnemonic strategies in a geography class
|
Liao, Yu-Hsiu
|
|
2019
|
|
5 |
p. 589-608
|
artikel
|
| 92 |
Testing the instructional fit hypothesis: the case of self-explanation prompts
|
Nokes, Timothy J.
|
|
2010
|
|
5 |
p. 645-666
|
artikel
|
| 93 |
Text editing in chemistry instruction
|
Bing Hiong Ngu
|
|
2002
|
|
5 |
p. 379-402
24 p.
|
artikel
|
| 94 |
The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures
|
Scheiter, Katharina
|
|
2009
|
|
5 |
p. 487-502
|
artikel
|
| 95 |
The complexity of tool use in computer-based learning environments
|
Clarebout, Geraldine
|
|
2008
|
|
5 |
p. 475-486
|
artikel
|
| 96 |
The Development of Study Orientations and Study Success in Students of Pharmacy
|
Juha Nieminen
|
|
2004
|
|
5 |
p. 387-417
31 p.
|
artikel
|
| 97 |
The double curse of misconceptions: misconceptions impair not only text comprehension but also metacomprehension in the domain of statistics
|
Prinz, Anja
|
|
2018
|
|
5 |
p. 723-765
|
artikel
|
| 98 |
The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions
|
Huk, Thomas
|
|
2009
|
|
5 |
p. 455-469
|
artikel
|
| 99 |
The effect of individual differences in the development of metacognitive strategy knowledge
|
Karlen, Yves
|
|
2014
|
|
5 |
p. 777-794
|
artikel
|
| 100 |
The effect of language modification of mathematics story problems on problem-solving in online homework
|
Walkington, Candace
|
|
2019
|
|
5 |
p. 499-529
|
artikel
|
| 101 |
The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving
|
Psycharis, Sarantos
|
|
2017
|
|
5 |
p. 583-602
|
artikel
|
| 102 |
The Effects of Conversational Language on Group Interaction and Group Performance in Computer-Supported Collaborative Argumentation
|
Jeong, Allan C.
|
|
2006
|
|
5 |
p. 367-397
|
artikel
|
| 103 |
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
|
Pol, Janneke van de
|
|
2015
|
|
5 |
p. 615-641
|
artikel
|
| 104 |
The impact of digital distraction on lecture note taking and student learning
|
Flanigan, Abraham E.
|
|
|
|
5 |
p. 495-524
|
artikel
|
| 105 |
The importance of design in learning from node-link diagrams
|
Amelsvoort, Marije van
|
|
2012
|
|
5 |
p. 833-847
|
artikel
|
| 106 |
The influence of framing on transfer: initial evidence from a tutoring experiment
|
Engle, Randi A.
|
|
2010
|
|
5 |
p. 603-628
|
artikel
|
| 107 |
The influence of participants in formative evaluation on theimprovement of learning from written instructional materials
|
Cynthia Weston
|
|
1997
|
|
5 |
p. 369-386
18 p.
|
artikel
|
| 108 |
The Oil Drop Experiment An Illustration of Scientific Research Methodology and its Implications for Physics Textbooks
|
María A. Rodríguez
|
|
2004
|
|
5 |
p. 357-386
30 p.
|
artikel
|
| 109 |
The ontologies of complexity and learning about complex systems
|
Jacobson, Michael J.
|
|
2010
|
|
5 |
p. 763-783
|
artikel
|
| 110 |
The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model
|
Clinton, Virginia
|
|
2013
|
|
5 |
p. 817-837
|
artikel
|
| 111 |
The role of decorative pictures in learning
|
Lenzner, Alwine
|
|
2012
|
|
5 |
p. 811-831
|
artikel
|
| 112 |
The speaker/gender effect: does the speaker’s gender matter when presenting auditory text in multimedia messages?
|
Linek, Stephanie B.
|
|
2009
|
|
5 |
p. 503-521
|
artikel
|
| 113 |
Threads of local continuity between centralized and decentralized causality: Transitional explanations for the behavior of a complex system
|
Barth-Cohen, Lauren
|
|
2018
|
|
5 |
p. 681-705
|
artikel
|
| 114 |
Towards a personalized task selection model with shared instructional control
|
Corbalan, Gemma
|
|
2006
|
|
5 |
p. 399-422
|
artikel
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