| ||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
| Copyright © 2009. National Academy of Sciences. All rights reserved. Terms of Use and Privacy Statement |
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 241
REFERENCES
Chapter 1
Anderson, J.R. 1982. Acquisition of cognitive skill. Psychological Review 89:369–406.
1987. Skill acquisition: Compilation of weak-method problem solutions. Psychological Review 94:192–210.
Bloom, B.S. 1964. Stability and Change in Human Characteristics. New York: Wiley.
Bransford, J.D., and B.S. Stein 1993. The IDEAL Problem Solver (2nd ed.). New York: Freeman.
Brown, A.L. 1975. The development of memory: Knowing, knowing about knowing, and knowing how to know. In Advances in Child Development and Behavior (Vol. 10), H.W. Reese, ed. New York: Academic Press.
Chase, W.G., and H.A. Simon 1973. Perception in chess. Cognitive Psychology 1:33–81.
Chi, M.T.H., P.J. Feltovich, and R. Glaser 1981. Categorization and representation of physics problems by experts and novices. Cognitive Science 5:121–152.
Cobb, P. 1994. Theories of Mathematical Learning and Constructivism: A Personal View. Paper presented at the Symposium on Trends and Perspectives in Mathematics Education, Institute for Mathematics, University of Klagenfurt, Austria.
Cole, B. 1996. Characterizing On-line Communication: A First Step. Paper presented at the Annual Meeting of the American Educational Research Association, April 8–12, New York, NY.
Confrey, J. 1990. A review of research on student conceptions in mathematics, science programming. In Review of Research in Education 16:3–55, C.B. Cazden, ed. Washington, DC: American Educational Research Association.
deGroot, A.D. 1965. Thought and Choice in Chess. The Hague, the Netherlands: Mouton.
OCR for page 242
1969. Methodology: Foundations of Inference and Research in the Behavioral Sciences. New York and the Hague, the Netherlands: Mouton.
Elmore, R.F., P.L. Peterson, and S.J. McCarthey 1996. Restructuring in the Classroom: Teaching, Learning, and School Organization. San Francisco: Jossey-Bass.
Erickson, F. 1986. Qualitative methods in research on teaching. Pp. 119–161 in Handbook of Research on Teaching. New York: Macmillan.
Ericsson, K.A., and N. Charness 1994. Expert performance: Its structure and acquisition. American Psychologist 49:725–745.
Flavell, J.H. 1973. Metacognitive aspects of problem-solving. In The Nature of Intelligence, L.B. Resnick, ed. Hillsdale, NJ: Erlbaum.
Greenfield, P.M., and R.R. Cocking 1996. Interacting with Video. Norwood, NJ: Ablex.
Hammersly, M., and P. Atkinson 1983. Ethnography: Principles and Practices. London: Travistock.
Heath, S. 1982. Ethnography in education: Defining the essential. Pp. 33–58 in Children In and Out of School, P. Gilmore and A. Gilmore, eds. Washington, DC: Center for Applied Linguistics.
Hull, C.L. 1943. Principles of Behavior. New York: Appleton-Century-Crofts.
James, W. 1890. Principles of Psychology. New York: Holt.
Lamon, M., D. Caswell, M. Scardamalia, and R. Chandra 1997. Technologies of Use and Social Interaction in Classroom Knowledge Building Communities. Paper presented at the Symposium on Computer-Supported Collaborative Learning: Advancements and Challenges, K. Lonka, chair, European Association for Research in Learning and Instruction, August, Athens, Greece.
Lave, J. 1988. Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life. Cambridge, MA: Cambridge University Press.
Lave, J., and E. Wenger 1991. Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.
Lehrer, R., and D. Chazan 1998a. Designing Learning Environments for Developing Understanding of Geometry and Space. Mahwah, NJ: Erlbaum.
1998b. New Directions for Teaching and Learning Geometry. Hillsdale, NJ: Erlbaum.
Lincoln, Y.S., and E.G. Guba 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.
Lionni, L. 1970. Fish Is Fish. New York: Scholastic Press.
OCR for page 243
Marshall, C., and G.B. Rossman 1955. Designing Qualitative Research. Thousand Oaks, CA: Sage.
McClelland, J.L, and M. Chappell 1998. Familiarity breeds differentiation: A subject-likelihood approach to the effects of experience in recognition memory. Psychological Review. 105:724–760.
McClelland, J.L., B.L. McNaughton, and R.C. O'Reilly 1995. Why there are complementary learning systems in hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review 102:419–447.
Mestre, J.P. 1994. Cognitive aspects of learning and teaching science. Pp. 3–1 - 3–53 in Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues, and Problems, S.J. Fitzsimmons and L.C. Kerpelman, eds. NSF 94-80. Arlington, VA: National Science Foundation.
Miles, M.B., and A.M. Huberman 1984. Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park, CA: Sage.
Minstrell, J.A. 1989. Teaching science for understanding. In Toward the Thinking Curriculum: Current Cognitive Research, L.B. Resnick and L.E. Klopfer, eds. Alexandria, VA: ASCD Books.
Munkata, Y., J.L. McClelland, M.H. Johnson, and R.S. Siegler 1997. Rethinking infant knowledge: Toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review 104:686–713.
Newell, A., and H.A. Simon 1972. Human Problem Solving. Englewood Cliffs, NJ: Prentice-Hall.
Norman, D.A. 1980. Twelve issues for cognitive science. Cognitive Science 4:1–32.
1993. Things That Make Us Smart: Defending Human Attributes in the Age of the Machine. New York: Addison-Wesley.
Palincsar A.S., and A.L. Brown 1984. Reciprocal teaching of comprehension monitoring activities. Cognition and Instruction 1:117–175.
Piaget, J. 1952. The Origins of Intelligence in Children. M. Cook, trans. New York:International Universities Press.
1973a. The Child and Reality: Problems of Genetic Psychology. New York: Grossman.
1973b. The Language and Thought of the Child. London: Routledge and Kegan Paul.
1977. The Grasp of Consciousness. London: Routledge and Kegan Paul.
1978. Success and Understanding. Cambridge, MA: Harvard University Press.
Plaut, D.C., J.L. McClelland, M.S. Seidenberg, and K.E. Patterson 1996. Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review 103:56–115.
OCR for page 244
Redish, E.F. 1996. Discipline-Specific Science Education and Educational Research: The Case of Physics. Paper prepared for the Committee on Developments in the Science of Learning, for The Sciences of Science Learning: An Interdisciplinary Discussion.
Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.
Rogoff, B., J. Mistry, A. Goncu, and C. Mosier 1993. Guided Participation in Cultural Activity by Toddlers and Caregivers. Monographs of the Society for Research in Child Development 58(7): Serial No. 236.
Scardamalia, M., and C. Bereiter 1991. Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. Journal of the Learning Sciences 1:37–68.
Scardamalia, M., C. Bereiter, and R. Steinbach 1984. Teachability of reflective processes in written composition. Cognitive Science 8:173–190.
Schauble, L., R. Glaser, R. Duschl, S. Schulze, and J. John. 1995. Students' understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences 4(2):131–166.
Schoenfeld, A.H. 1983. Problem solving in the mathematics curriculum: A report, recommendation and an annotated bibliography. Mathematical Association of America Notes, No. 1.
1985. Mathematical Problem Solving. Orlando, FL: Academic Press.
1991. On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. Pp. 311–343 in Informal Reasoning and Education, J.F. Voss, D.N. Perkins, and J.W. Segal, eds. Hillsdale, NJ: Erlbaum.
Schwartz, D.L., and J.D. Bransford in A time for telling. Cognition and Instruction. press
Simon, H.A. 1996. Observations on the Sciences of Science Learning. Paper prepared for the Committee on Developments in the Science of Learning for the Sciences of Science Learning: An Interdisciplinary Discussion. Department of Psychology, Carnegie-Mellon University.
Skinner, B.F. 1950. Are theories of learning necessary? Psychological Review 57:193–216.
Spence, K.W. 1942. Theoretical interpretations of learning. In Comparative Psychology , F.A. Moss, ed. New York: Prentice-Hall.
Spradley, J. 1979. The Ethnographic Interview. New York: Harcourt, Brace, Javanovich.
OCR for page 245
Thorndike, E. L. 1913. Educational Psychology (Vols. 1 and 2). New York: Columbia University Press.
Vosniadou, S., and W.F. Brewer 1989. The Concept of the Earth's Shape: A Study of Conceptual Change in Childhood. Unpublished paper. Center for the Study of Reading, University of Illinois, Champaign.
Vygotsky, L.S. 1962. Thought and Language. Cambridge, MA: MIT Press.
1978. Mind in Society: The Development of the Higher Psychological Processes. Cambridge, MA: The Harvard University Press. (Originally published 1930, New York: Oxford University Press.)
Warren, B., and A. Rosebery 1996. This question is just too, too easy: Perspectives from the classroom on accountability in science. Pp. 97–125 in the Contributions of Instructional Innovation to Understanding Learning, L. Schauble and R. Glaser, eds. Mahwah, NJ: Erlbaum.
Watson, J.B. 1913. Psychology as a behaviorist views it. Psychological Review 20:158–177.
White, B.Y., and J.R. Frederickson 1997. The ThinkerTools Inquiry Project: Making Scientific Inquiry Accessible to Students. Center for Performance Assessment, Educational Testing Service, Princeton, New Jersey.
1998. Inquiry, modeling and metacognition: Making science accessible to all students. Cognition and Instruction 16(1):13–117.
Chapter 2
American Association for the Advancement of Science 1989. Science for all Americans: A Project 2061 Report on Literacy Goals in Science, Mathematics, and Technology. Washington, DC: American Association for the Advancement of Science.
Anderson, J.R. 1981. Cognitive Skills and Their Acquisition. Hillsdale, NJ: Erlbaum.
1982. Acquisition of cognitive skill. Psychological Review 89:369–406.
Beck I.L., M.G. McKeown, and E.W. Gromoll, et al. 1989. Learning from social studies texts. Cognition and Instruction 6:99–158.
Beck, I.L., M.G. McKeown, G.M. Sinatra, and J.A. Loxterman 1991. Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly 26:251–276.
Bransford, J.D. 1979. Human Cognition: Learning, Understanding, and Remembering. Belmont, CA: Wadsworth.
Bransford J., T. Hasselbring, B. Barron, S. Kulweicz, J. Littlefield, and L. Goin 1988. Uses of macro-contexts to facilitate mathematical thinking. Pp. 125–147 in The Teaching and Assessing of Mathematical Problem Solving, R.I. Charles and E.A. Silver, eds. Hillsdale, NJ: Erlbaum.
OCR for page 246
Bransford, J.D., J.J. Franks, N.J. Vye, and R.D. Sherwood 1989. New approaches to instruction: Because wisdom can't be told. In Similarity and Analogical Reasoning, S. Vosniadou and A. Ortony, eds. Cambridge, UK:Cambridge University Press.
Bransford, J.D., and B.S. Stein 1993. The IDEAL Problem Solver (2nd ed.). New York: Freeman.
Brophy, J. E. 1983. Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology 61:365–374.
Brown, A.L. 1980. Metacognitive development and reading. In Theoretical Issues in Reading Comprehension: Perspectives from Cognitive Psychology, Linguistics, Artificial Intelligence, and Education, R.J. Spiro, B.C. Bruce, and W.F. Brewer, eds. Hillsdale, NJ: Erlbaum.
Brown, J.S., A Collins, and P. Durgid 1989. Situated cognition and the culture of learning. Educational Researcher 18:32–41.
Case, R. 1978. Implications of developmental psychology for the design of effective instruction. Pp. 441–463 in Cognitive Psychology and Instruction , A.M. Lesgold, J.W. Pellegrino, S.D. Fokkema, and R. Glaser, eds. New York: Plenum.
Chase, W.G., and H.A. Simon 1973. Perception in chess. Cognitive Psychology 1:33–81.
Chi, M.T.H. 1978. Knowledge structures and memory development. Pp. 73–96 in Children's Thinking: What Develops, R. Siegler, ed. Hillsdale, NJ: Erlbaum.
Chi, M.T.H., P.J. Feltovich, and R. Glaser 1981. Categorization and representation of physics problems by experts and novices. Cognitive Science 5:121–152.
Chi M.T.H., R. Glaser, and E. Rees 1982. Expertise in problem solving. In Advances in the Psychology of Human Intelligence (Vol. 1). R.J. Sternberg, ed. Hillsdale, NJ: Erlbaum.
Cognition and Technology Group at Vanderbilt 1997. The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development. Mahwah, NJ: Erlbaum.
deGroot, A.D. 1965. Thought and Choice in Chess. The Hague, the Netherlands: Mouton.
Dweck, C.S. 1989. Motivation. Pp. 87–136 in Foundations for a Psychology of Education , A. Lesgold and R. Glaser, eds. Hillsdale, NJ: Erlbaum.
Egan, D.E., and B.J. Schwartz 1979. Chunking in recall of symbolic drawings. Memory and Cognition 7:149–158.
Ehrlich, K., and E. Soloway 1984. An empirical investigation of the tacit plan knowledge in programming. Pp. 113–134 in Human Factors in Computer Systems, J. Thomas and M.L. Schneider, eds. Norwood, NJ: Ablex.
OCR for page 247
Ericsson, K.A., and H.A. Simon 1993. Protocol Analysis: Verbal Reports as Data. 1984/1993. Cambridge, MA: MIT Press.
Ericsson, K.A., and J.J. Staszewski 1989. Skilled memory and expertise: Mechanisms of exceptional performance. Pp. 235–267 in Complex Information Processing: The Impact of Herbert A. Simon, D. Klahr and K. Kotovsky, eds. Hillsdale, NJ: Erlbaum.
Flavell, J.H. 1985. Cognitive Development. Englewood Cliffs, NJ: Prentice Hall.
1991. Understanding memory access. Pp. 281–299 in Cognition and the Symbolic Processes: Applied and Ecological Perspectives, R. Hoffman and D. Palermo, eds. Hillsdale, NJ: Erlbaum.
Getzels, J., and M. Csikszentmihalyi 1976. The Creative Vision. New York: Wiley.
Glaser, R. 1992. Expert knowledge and processes of thinking. Pp. 63–75 in Enhancing Thinking Skills in the Sciences and Mathematics. D.F. Halpern, ed. Hillsdale, NJ: Erlbaum.
Glaser, R., and M.T.H. Chi 1988. Overview. Pp. xv–xxvii in The Nature of Expertise, M.T.H. Chi, R. Glaser, and M. J. Farr, eds. Hillsdale, NJ: Erlbaum.
Grossman, P.L. 1987. A Tale of Two Teachers: The Role of Subject Matter Orientation in Teaching. Paper presented at the meeting of the American Educational Research Association, Washington, DC.
1990. The Making of a Teacher. New York: Teachers College Press, Columbia University.
Hasselbring, T.S., L. Goin, and J.D. Bransford 1987. Effective mathematics instruction: Developing automaticity. Teaching Exceptional Children 19(3):30–33.
Hatano, G. 1990. The nature of everyday science. A brief introduction. British Journal of Developmental Psychology 8:245–250.
Hinsley, D.A., J.R. Hayes, and H.A. Simon 1977. From words to equations: Meaning and representation in algebra word problems. Pp. 89–106 in Cognitive Processes in Comprehension, M.A. Just and P.A. Carpenter, eds. Hillsdale, NJ: Erlbaum.
LaBerge, D., and S.J. Samuels 1974. Toward a theory of automatic information processing in reading. Cognitive Psychology 6:293–323.
Larkin, J.H. 1979. Information processing models in science instruction. Pp. 109–118 in Cognitive Process Instruction, J. Lochhead and J. Clement, eds. Hillsdale, NJ: Erlbaum.
OCR for page 248
1981. Enriching formal knowledge: A model for learning to solve problems in physics. Pp. 311–334 in Cognitive Skills and Their Acquisition, J.R. Anderson, ed. Hillsdale, NJ: Erlbaum.
1983. The role of problem representation in physics. Pp. 75–98 in Mental Models, D. Gentner and A.L. Stevens, eds. Hillsdale, NJ: Erlbaum.
Larkin, J., J. McDermott, D.P. Simon, and H.A. Simon 1980. Expert and novice performance in solving physics problems. Science 208:1335–1342.
Larkin, J.H., and H.A. Simon 1987. Why a diagram is (sometimes) worth ten thousand words. Cognitive Science 11:65–69.
Lesgold, A.M. 1984. Acquiring expertise. Pp. 31–60 in Tutorials in Learning and Memory: Essays in Honor of Gordon Bower, J.R. Anderson and S.M. Kosslyn, eds. Hillsdale, NJ: Erlbaum.
1988. Problem solving. In The Psychology of Human Thoughts, R.J. Sternberg and E.E. Smith, eds. New York:Cambridge University Press.
Lesgold, A.M., H. Rubison, P. Feltovich, R. Glaser, D. Klopfer, and Y. Wang 1988. Expertise in a complex skill: Diagnosing x-ray pictures. Pp. 311–342 in The Nature of Expertise, M.T.H. Chi, R. Glaser, and M. Farr, eds. Hillsdale, NJ: Erlbaum.
Miller, G.A. 1956. The magical number seven, plus or minus two. Some limits on our capacity to process information. Psychological Review 63:81–87.
Miller, R.B. 1978. The information system designer. Pp. 278–291 in The Analysis of Practical Skills, W.T. Singleton, ed. Baltimore, MD: University Park Press.
National Research Council 1996. National Science Education Standards. Washington, DC: National Academy Press. Available: http://www.nap.edu.
Paige, J.M., and H.A. Simon 1966. Cognition processes in solving algebra word problems. Pp. 119–151 in Problem Solving, B. Kleinmutz, ed. New York: Wiley.
Redish, E.F. 1996. Discipline-specific Science Education and Educational Research: The Case of Physics. Paper prepared for the Committee on Developments in the Science of Learning for the Sciences of Science Learning: An Interdisciplinary Discussion.
Reusser, K. 1993. Tutoring systems and pedagogical theory: Representational tools for understanding, planning, and reflection in problem solving. Pp. 143–177 in Computers as Cognitive Tools, S.P. Lajoie and S.J. Derry, eds. Hillsdale, NJ: Erlbaum.
Robinson, C.S., and J.R. Hayes 1978. Making inferences about relevance in understanding problems. In Human Reasoning, R. Revlin and R.E. Mayer, eds. Washington, DC: Winston.
OCR for page 249
Sabers, D.S., K.S. Cushing, and D.C. Berliner 1991. Differences among teachers in a task characterized by simultaneity, multi-dimensionality, and immediacy. American Educational Research Journal 28(1):63–88.
Schmidt, W.H., C.C. McKnight, and S. Raizen 1997. A Splintered Vision: An Investigation of U.S. Science and Mathematics Education. U.S. National Research Center for the Third International Mathematics and Science Study. Dordrecht/Boston/London: Kluwer Academic Publishers. Available: gopher://gopher.wkap.n1.70/00gopher_root1 %3A%5B book.soci.f500%5Df5101601.txt.
Schneider, W., and R.M. Shiffrin 1977. Controlled and automatic human information processing: Detection, search and attention. Psychological Review 84:1–66.
1985. Categorization (restructuring) and automatization: Two separable factors. Psychological Review 92(3):424–428.
Schneider, W., H. Gruber, A. Gold, and K. Opivis 1993. Chess expertise and memory for chess positions in children and adults. Journal of Experimental Child Psychology 56:323–349.
Shulman, L. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher 15(2):4–14.
1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57:1–22.
Simon, D.P., and H.A. Simon 1978. Individual differences in solving physics problems. Pp. 325–348 in Children's Thinking: What Develops? R. Siegler, ed. Hillsdale, NJ: Erlbaum.
Simon, H.A. 1980. Problem solving and education. Pp. 81–96 in Problem Solving and Education: Issues in Teaching and Research, D.T. Tuma and R. Reif, eds. Hillsdale, NJ: Erlbaum.
Spiro, R.J., P.L. Feltovich, M.J. Jackson, and R.L. Coulson 1991. Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology 31(5):24–33.
Voss, J.F., T.R. Greene, T.A. Post, and B.C. Penner 1984. Problem solving skills in the social science. In The Psychology of Learning and Motivation: Advances in Research Theory (Vol. 17), G.H. Bower, ed. New York: Academic Press.
Whitehead, A.N. 1929. The Aims of Education. New York: MacMillan.
Wineburg, S.S. 1991. Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology 83(1):73–87.
1998. Reading Abraham Lincoln: An expert-expert study in the interpretation of historical texts. Cognitive Science 22:319–346.
OCR for page 250
Wineburg, S.S., and J.E. Fournier 1994. Contextualized thinking in history. Pp. 285–308 in Cognitive and Instructional Processes in History and the Social Sciences, M. Carretero and J.F. Voss, eds. Hillsdale, NJ: Erlbaum.
Chapter 3
Allen, B., and A.W. Boykin 1992. African American children and the educational process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review 21(4):586–596.
Anderson, J.R., L.M. Reder, and H.A. Simon 1996. Situated learning and education. Educational Researcher 25:4(May)5–96.
Au, K., and C. Jordan 1981. Teaching reading to Hawaiian children: Finding a culturally appropriate solution. Pp. 139–152 in Culture and the Bilingual Classroom: Studies in Classroom Ethnography, H. Tureba, G. Guthrie, and K. Au, eds. Rowley, MA: Newbury House.
Barron, B.J., D.L. Schwartz, N.J. Vye, A. Moore, A. Petrosino, L. Zech, J.D. Bransford, and Cognition and Technology Group at Vanderbilt in press. Doing with understanding: Lessons from research on problem and project-based learning. Journal of Learning Sciences.
Barrows, H.S. 1985. How to Design a Problem-Based Curriculum for the Preclinical Years. New York: Springer.
Bassok, M., and K.J. Holyoak 1989a. Interdomain transfer between isomorphic topics in algebra and physics. Journal of Experimental Psychology: Learning, Memory, and Cognition 15:153–166.
1989b. Transfer of domain-specific problem solving procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition 16:522–533.
Bassok, M., and K.L. Olseth 1995. Object-based representations. Transfer between cases of continuous and discrete models of change. Journal of Experimental Psychology: Learning, Memory, and Cognition 21:1522–1588.
Behr, M.J., G. Harel, T.R. Post, and R. Lesh 1992. Rational number, ratio, and proportion. Pp. 308–310 in Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics, D.A. Grouws, ed. New York: Macmillan.
Bereiter, C. 1997. Situated cognition and how to overcome it. Pp. 281–300 in Situated Cognition: Social, Semiotic, and Psychological Perspectives, D. Kirshner and J.A. Whitson, eds. Hillsdale, NJ: Erlbaum.
Biederman, I., and M.M. Shiffrar 1987. Sexing day-old chicks: A case study and expert systems analysis of a difficult perceptual-learning task. Journal of Experimental Psychology: Learning, Memory, and Cognition 13(4)(October):640–645.
OCR for page 251
Bielaczyc, K., P. Pirolli, and A.L. Brown 1995. Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction 13:221–252.
Bjork, R.A., and A. Richardson-Klavhen 1989. On the puzzling relationship between environment context and human memory. In Current Issues in Cognitive Processes: The Tulane Flowerree Symposium on Cognition, C. Izawa, ed. Hillsdale, NJ: Erlbaum.
Blake, I.K. 1994. Language development and socialization in young African-American children. Pp. 167–195 in Cross Cultural Roots of Minority Child Development , P.M. Greenfield and R.R. Cocking, eds. Hillsdale, NJ: Erlbaum.
Boykin, A.W., and F. Tom 1985. Black child socialization: A conceptual framework. Pp. 33–51 in Black Children: Social, Educational, and Parental Environments, H. McAdoo and J. McAdoo, eds. Beverly Hills, CA: Sage.
Bransford, J.D. 1979. Human Cognition: Learning, Understanding, and Remembering. Belmont, CA: Wadsworth.
Bransford, J.D., J.J. Franks, N.J. Vye, and R.D. Sherwood 1989. New Approaches to instruction: Because wisdom can't be told. In Similarity and Analogical Reasoning, S. Vosniadou and A. Ortony, eds. Cambridge, UK: Cambridge University Press.
Bransford, J.D., and R. Johnson 1972. Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior 11:717–726.
Bransford, J.D., and D. Schwartz in press. Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education.
Bransford, J.D., and B.S. Stein 1993. The IDEAL Problem Solver (2nd ed.). New York: Freeman.
Bransford, J.D., B.S. Stein, N.J. Vye, J.J. Franks, P.M. Auble, K.J. Mezynski, and G.A. Perfetto 1983. Differences in approaches to learning: An overview. Journal of Experimental Psychology: General 3(4):390–398.
Bransford, J.D., L. Zech, D. Schwartz, B. Barron, N.J. Vye, and Cognition and Technology Group at Vanderbilt 1998. Designs for environments that invite and sustain mathematical thinking. In Symbolizing, Communicating, and Mathematizing: Perspectives on Discourse, Tools, and Instructional Design, P. Cobb, ed. Mahwah, NJ: Erlbaum.
Brice-Heath, S. 1981. Toward an ethnohistory of writing in American education. Pp. 25–45 in Writing: The Nature, Development and Teaching of Written Communication (Vol. 1), M.F. Whiteman, ed. Hillsdale, NJ: Erlbaum.
1983. Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge, UK: Cambridge University Press.
OCR for page 290
Renyi, J. 1996. Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success. Unpublished paper. National Foundation for the Improvement of Education, Washington, DC.
Ruopp, R. 1993. LabNet: Toward a Community of Practice. Hillsdale, NJ: Erlbaum.
Schifter, D., and C.T. Fosnot 1993. Reconstructing Mathematics Education: Stories of Teachers Meeting the Challenge of Reform. New York: Teachers College Press.
Schön, D. 1983. The Reflective Practitioner: How Professional Think in Action . New York: Basic Books.
Shulman, L. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher 15(2):4–14.
Stake, R., and C. Migotsky 1995. Evaluation Study of the Chicago Teachers Academy: Methods and Findings of the CIRCE Internal Evaluation Study. Paper presented at the Annual Meeting of the American Educational Research Association, April 18–22, San Francisco, California.
U.S. Department of Education 1994. National Assessment of Educational Progress (NAEP), 1994 Long-Term Assessment. Office of Educational Research and Improvement, U.S. Department of Education, Washington, DC.
Van Hise, Y. 1986. Physics teaching resource agent institute reports of regional convocations. AAPT Announcer 16(2):103–110.
Wilson, S., L. Shulman, and A. Richert 1987. '150 different ways' of knowing: Representations of knowledge in teaching. Pp. 104–124 in Exploring Teachers' Thinking, J. Calderhead, ed. London: Cassell.
Wiske, M.S. 1990. Teaching for Understanding: Linking Research with Practice. San Francisco: Jossey-Bass.
Yerushalmy, M., D. Chazan, and M. Gordon 1990. Guided inquiry and technology: A yearlong study of children and teachers using the Geometry Supposer. Newton, MA: Education Development Center, Center for Learning Technology.
Zeichner, K. 1981–1982. Reflective teaching and field-based experience in teacher education. Interchange 12:1–22.
Zeichner, K., and Liston, D. 1990. Reflective teaching: An Introduction. Mahwah, NJ: Erlbaum.
OCR for page 291
Chapter 9
Anderson, J.R., C.F. Boyle, A. Corbett, and M.W. Lewis 1990. Cognitive modeling and intelligent tutoring. Artificial Intelligence 42:7–49.
Anderson, J.R., A.T. Corbett, K. Koedinger, and R. Pelletier 1995. Cognitive tutors: Lessons learned. The Journal of Learning Sciences 4:167–207.
Atkinson, R. 1968. Computerized instruction and the learning process. American Psychologist 23:225–239.
Bachelard, G. 1984. The New Scientific Spirit. Boston: Beacon Press.
Barron, B., N. Vye, L. Zech, D. Schwartz, J. Bransford, S. Goldman, J. Pellegrino, J. Morris, S. Garrison, and R. Kantor 1995. Creating contexts for community based problem solving: The Jasper Challenge Series. Pp. 47–71 in Thinking and Literacy: The Mind at Work, C. Hedley, P. Antonacci, and M. Rabinowitz, eds. Hillsdale, NJ: Erlbaum.
Barron, B.J., D.L. Schwartz, N.J. Vye, A. Moore, A. Petrosino, L. Zech., J.D. Bransford, and Cognition and Technology Group at Vanderbilt in Doing with understanding: Lessons from research on problem and project-press based learning. Journal of Learning Sciences.
Barron, L.C., and E.S. Goldman 1994. Integrating technology with teacher preparation. Pp. 81–110 in Technology and Education Reform, B. Means, ed. San Francisco: Jossey-Bass.
Bauch, J.P., ed. 1997. The Bridge Project: Connecting Parents and Schools Through Voice Messaging. Report on the Pilot Projects. Vanderbilt University and Work/Family Directions, Inc., Nashville, TN.
Bereiter, C., and M. Scardamalia 1993. Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago and La Salle, IL: Open Court Publishing.
Bonney, R., and A.A. Dhondt 1997. FeederWatch: An example of a student-scientist partnership. In Internet Links for Science Education: Student-Scientist Partnerships , K.C. Cohen, ed. New York: Plenum.
Brodie, K.W., L.A. Carpenter, R.A. Earnshaw, J.R. Gallop, R.J. Hubbold, A.M. Mumford, C.D. Osland, and P. Quarendon 1992. Scientific Visualization. Berlin: Springer-Verlag.
Brown, A.L., and J.C. Campione 1987. On the importance of knowing what you are doing: Metacognition and mathematics. In Teaching and Evaluating Mathematical Problem Solving, R. Charles and E. Silver, eds. Reston, VA: National Council of Teachers of Mathematics.
Bryson, M., and M. Scardamalia 1991. Teaching writing to students at risk for academic failure. Pp. 141–167 in Teaching Advanced Skills to At-Risk Students: Views from Research and Practice, B. Means, C. Chelemer, and M.S. Knapp, eds. San Francisco: Jossey Bass.
OCR for page 292
Char, C., and J. Hawkins 1987. Charting the course: Involving teachers in the formative research and design of the Voyage of the Mimi. Pp. 211–222 in Mirrors of Minds: Patterns of Experience in Educational Computing, R.D. Pea and K. Sheingold, eds. Norwood, NJ: Ablex.
Classroom, Inc. 1996. Learning for Life Newsletter (Sept. 24):1–10, B. Lewis, ed. NY: Classroom, Inc.
Clauset, K., C. Rawley, and G. Bodeker 1987. STELLA: Softward for structural thinking. Collegiate Microcomputer 5(4):311–319.
Cognition and Technology Group at Vanderbilt 1992. The jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist 27;291–315.
1993. The Jasper series: Theoretical foundations and data on problem solving and transfer. Pp. 113–152 in The Challenge in Mathematics and Science Education: Psychology's Response, L.A. Penner, G.M. Batsche, H.M. Knoff, and D.L. Nelson, eds. Washington, DC: American Psychological Association.
1994. From visual word problems to learning communities: Changing conceptions of cognitive research. Pp. 157–200 in Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, K. McGilly, ed. Cambridge, MA: MIT Press/Bradford Books.
1996. Looking at technology in context: A framework for understanding technology and education research. Pp. 807–840 in The Handbook of Educational Psychology, D.C. Berliner and R.C. Calfee, eds. New York: Macmillan.
1997. The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development. Mahwah, NJ: Erlbaum.
1998a. Adventures in anchored instruction: Lessons from beyond the ivory tower. Burgess 1996 study in Advances in Instructional Psychology, Vol. 5, R. Glaser, ed. Mahwah, NJ: Erlbaum.
1998b. Designing environments to reveal, support, and expand our children's potentials. Pp. 313–350 in Perspectives on Fundamental Processes in Intellectual Functioning (Vol. 1), S.A. Soraci and W. McIlvane , eds. Greenwich, CT: Ablex.
Cohen, K.C., ed. 1997. Internet Links for Science Education: Student-Scientist Partnerships . New York: Plenum.
Collins, A. 1990. Cognitive apprenticeship and instructional technology. Pp. 121–138 in Dimensions of Thinking and Cognitive Instruction, B.F. Jones and L. Idol, eds. Hillsdale, NJ: Erlbaum.
Collins, A., and J.S. Brown 1988. The computer as a tool for learning through reflection. Pp. 1–18 in Learning Issues for Intelligent Tutoring Systems, H. Mandl and A. Lesgold, eds. New York: Springer-Verlag.
OCR for page 293
Collins, A., J.S. Brown, and S.E. Newman 1989. Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Pp. 453–494 in Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, L.B. Resnick, ed. Hillsdale, NJ: Erlbaum.
Coon, T. 1988. Using STELLA simulation software in life science education. Computers in Life Science Education 5(9):57–71.
Crews, T.R., G. Biswas, S.R. Goldman, and J.D. Bransford 1997. Anchored interactive learning environments. International Journal of Artificial Intelligence in Education 8:142–178.
Dede, C., ed. 1998. Introduction. Pp. v–x in Association for Supervision and Curriculum Development (ASCD) Yearbook: Learning with Technology. Alexandria, VA: Association for Supervision and Curriculum Development.
Derry, S.P., and A.M. Lesgold 1996. Toward a situated social practice model for instructional design. Pp. 787–806 in Handbook of Educational Psychology, R.C. Calfee and D.C. Berliner, eds. New York: Macmillan.
Duffy, T.M. 1997. Strategic teaching framework: An instructional model for learning complex interactive skills. Pp. 571–592 in Instructional Development State of the Art: Vol. 3, Paradigms and Educational Technology, C. Dills and A. Romiszowski, eds. Englewood Cliffs, NJ: Educational Technology Publications.
Edelson, D.C., R.D. Pea, and L. Gomez 1995. Constructivism in the collaboratory. Pp. 151–164 in Constructivist Learning Environments: Case Studies in Instructional Design, B. G. Wilson, ed. Englewood Cliffs, NJ: Educational Technology Publications.
Education Policy Network 1997. The Daily Report Card. December 5. Available: http://www.negp.gov.
Finholt, T., and L.S. Sproull 1990. Electronic groups at work. Organizational Science 1:41–64.
Fishman, B., and L. D'Amico 1994. Which way will the wind blow? Network computer tool for studying the weather. Pp. 209–216 in Educational Multimedia and Hypermedia, 1994: Proceedings of the Ed-Media '94, T. Ottman and I. Tomek, eds. Charlottesville, VA: AACE.
Forrester, J. 1991. Systems dynamics: Adding structure and relevance to precollege education. In Shaping the Future, K.R. Manning, ed. Boston, MA: MIT Press.
Friedler, Y., R. Nachmias, and M.C. Linn 1990. Learning scientific reasoning skills in microcomputer-based laboratories. Journal of Research on Science Teaching 27:173–191.
Gabrys, C., A. Weiner, and A. Lesgold 1993. Learning by problem solving in a coached apprenticeship system. Pp. 119–147 in Cognitive Science Foundations of Instruction, M. Rabinowitz, ed. Hillsdale, NJ: Erlbaum.
OCR for page 294
Galegher, J., R.E. Kraut, and C. Egido, eds. 1990. Intellectual Teamwork: The Social and Technological Foundations of Cooperative Work. Hillsdale, NJ: Erlbaum.
Glass, L., and M. Mackey 1988. From Clocks to Chaos. Princeton: Princeton University Press.
Goldman, S., and J.N. Moschkovich 1995. Environments for collaborating mathematically. Pp. 143–146 in Proceedings of the First International Conference on Computer Support for Collaborative Learning. October. Bloomington, Indiana.
Gordin, D., D. Edelson, and R.D. Pea 1996. The Greenhouse effect visualizer: A tool for the science classroom. Proceedings of the Fourth American Meteorological Society Education Symposium.
Gordin, D.N., D.C. Edelson, L.M. Gomez, E.M. Lento, and R.D. Pea 1996. Student conference on global warming: A collaborative network-supported ecologically hierarchic geosciences curriculum. Proceedings of the Fifth American Meteorological Society Education Symposium.
Gordin, D.N., and R.D. Pea 1995. Prospects for scientific visualization as an educational technology. The Journal of the Learning Sciences 4:249–279.
Gordin, D., J. Polman, and R.D. Pea 1994. The Climate Visualizer: Sense-making through scientific visualization. Journal of Science Education and Technology 3:203–226.
Greenfield, P.M., and R.R. Cocking, eds. 1996. Interacting with Video. Greenwich, CT: Ablex.
Haken, H. 1981. Chaos and Order in Nature. Proceeding of the International Symposium on Synergetics. New York: Springer-Verlag.
Hestenes, D. 1992. Modeling games in the Newtonian world. American Journal of Physics 60:440–454.
Hmelo, C., and S.M. Williams, eds. in press. Special issue: Learning through problem solving. The Journal of the Learning Sciences 7(3 and 4).
Hoadley, C.M., and P. Bell 1996. Web for your head: The design of digital resources to enhance lifelong learning. D-Lib Magazine. September. Available: http://www.dlib.org/dlib/september96/kie/09hoadley.html
Holland, J.H. 1995. Hidden Order: How Adaptation Builds Complexity. New York: Addison-Wesley.
Hunt, E., and Minstrell, J. 1994. A cognitive approach to the teaching of physics. Pp. 51–74 in Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, K. McGilly, ed. Cambridge, MA: MIT Press.
OCR for page 295
Jackson, S., S. Stratford, J. Krajcik, and E. Soloway 1996. Making system dynamics modeling accessible to precollege science students. Interactive Learning Environments 4:233–257.
Kafai, Y.B. 1995. Minds in Play: Computer Game Design as a Context for Children's Learning. Hillsdale, NJ: Erlbaum.
Kaput, J.J. 1987. Representation systems and mathematics. In Problems of Representation in the Teaching and Learning of Mathematics, C. Jonvier, ed. Hillsdale, NJ: Erlbaum.
Kaufmann II, W.J., and L.L. Smarr 1993. Supercomputing and Transformation of Science. New York: Scientific American Library.
Keating, T. 1997. Electronic Community: The Role of an Electronic Network in the Development of a Community of Teachers Engaged in Curriculum Development and Implementation. Unpublished doctoral dissertation, Stanford University.
Keating, T., and A. Rosenquist 1998. The Role of an Electronic Network in the Development of a Community of Teachers Implementing a Human Biology Curriculum. Paper presented at the annual meeting of the National Association for Research in Teaching, San Diego, CA.
Kinzer, C.K., V. Risko, J. Carson, L. Meltzer, and F. Bigenho 1992. Students' Perceptions of Instruction and Instructional Needs: First Steps Toward Implementing Case-based Instruction. Paper presented at the 42nd annual meeting of the National Reading Conference, San Antonio, Texas. December.
Koedinger, K.R., J.R. Anderson, W.H. Hadley, and M.A. Mark 1997. Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education 8:30–43.
Lampert, M., and D.L. Ball 1998. Teaching, Multimedia, and Mathematics: Investigations of Real Practice. New York: Teachers College Press.
Lawless, J.G., and R. Coppola 1966. GLOBE: Earth as our backyard. Geotimes 41(9):28–30.
Lederberg, J., and K. Uncapher, eds. 1989. Towards a National Collaboratory: Report of an Invitational Workshop at the Rockefeller University, March 17–18. National Science Foundation Directorate for Computer and Information Science, Washington, DC.
Lesgold, A., S. Chipman, J.S. Brown, and E. Soloway 1990. Prospects for information science and technology focused on intelligent training systems concerns. Pp. 383–394 in Annual Review of Computer Science. Palo Alto, CA: Annual Review Press.
Levin, J., M. Waugh, D. Brown, and R. Clift 1994. Teaching teleapprenticeships: A new organizational framework for improving teacher education using electronic networks. Journal of Machine-Mediated Learning 4(2 and 3):149–161.
OCR for page 296
Linn, M.C. 1991. The computer as lab partner: Can computer tools teach science? In This Year in School Science 1991, L. Roberts, K. Sheingold, and S. Malcolm, eds. Washington, DC: American Association for the Advancement of Science.
Linn, M.C., N.B. Songer, and B.S. Eylon 1996. Shifts and convergences in science learning and instruction. Pp. 438–490 in Handbook of Educational Psychology, R.C. Calfee and D.C. Berliner, eds. Riverside, NJ: Macmillan.
Mandinach, E. 1989. Model-building and the use of computer simulation of dynamic systems. Journal of Educational Computing Research 5(2):221–243.
Mandinach, E., M. Thorpe, and C. Lahart 1988. The Impact of the Systems Thinking Approach on Teaching and Learning Activities. Princeton, NJ: Educational Testing Service.
McDonald, J.P., and P. Naso 1986. Teacher as Learner: The Impact of Technology. Unpublished paper, Educational Technology Center, Harvard Graduate School of Education. May.
Means, B., E. Coleman, A. Klewis, E. Quellamlz, C. Marder, and K. Valdes. 1997. GLOBE Year 2 Evaluation. Menlo Park, CA: SRI International.
Means, B., T. Middleton, A. Lewis, E. Quellmaiz, and K. Valdes 1996. GLOBE Year 1 Evaluation. Menlo Park, CA: SRI International.
Means, B., and K. Olson 1995a. Technology's role in student-centered classrooms. In New Directions for Research on Teaching, H. Walberg and H. Waxman, eds. Berkeley, CA: McCutchan.
1995b. Technology's Role in Education Reform: Findings from a National Study of Innovating Schools. Menlo Park, CA: SRI International.
Means, B., K. Olson, and R. Singh 1995. Beyond the classroom: Restructuring schools with technology. Phi Delta Kappan (September):69–72.
Merrill, D.C., B.J. Reiser, M. Ranney, and J.G. Trafton 1992. Effective tutoring techniques: A comparison of human tutors and intelligent tutoring systems. Journal of the Learning Sciences 2(3):277–305.
Mestre, J.P., W.J. Gerace, R.J. Dufresne, and W.J. Leonard 1997. Promoting active learning in large classes using a classroom communication system . Pp. 1019–1036 in The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education. Woodbury, NY: American Institute of Physics.
Miller, A.I. 1986. Imagery in Scientific Thought. Cambridge, MA: MIT Press.
Mintz, R. 1993. Computerized simulation as an inquiry tool. School Science and Mathematics 93(2):76–80.
Nemirovsky, R., C. Tierney, and T. Wright 1995. Body Motion and Graphing. Paper presented at the 1995 Annual Conference of the American Educational Research Association, San Francisco, California. April.
OCR for page 297
Neumann, E.K., and P. Horwitz 1997. Linking Models to Data: Hypermodels for Science Education. Association for the Advancement of Computing in Education. Available: http://copernicus.bbn.com/genscope/neumann/link_paper/link.html
O'Neill, K. 1996. Telementoring: One researcher's perspective. The newsletter of the BBN National School Network Project, #12. Electronic document. April.
O'Neill, D.K., R. Wagner, and L.M. Gomez 1996. Online Mentors: Experiments in Science Class. Educational Leadership 54(3):39–42.
Paolucci, M., D. Suthers, and A. Weiner 1996. Automated advice-giving strategies for scientific inquiry. In Intelligent Tutoring Systems: Lecture Notes in Computer Science #1086:372–381, C. Frasson, G. Gauthier, and A. Lesgold, eds. Berlin: Springer-Verlag.
Pea, R.D. 1985. Beyond amplification: Using computers to reorganize human mental functioning. Educational Psychologist 20:167–182.
1993a. Distributed multimedia learning environments: The Collaborative Visualization Project. Communications of the ACM 36(5):60–63.
1993b. Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist 28(3):265–277.
Pea, R.D., L.M. Gomez, D.C. Edelson, B.J. Fishman, D.N. Gordin, and D.K. O'Neill 1997. Science education as a driver of cyberspace technology development. Pp. 189–220 in Internet Links for Science Education: Student-Scientist Partnerships, K.C. Cohen, ed. New York: Plenum.
Pea, R.D., and D.M. Kurland 1987. Cognitive technologies for writing development. Pp. 71–120 in Review of Research in Education, Vol. 14. Washington, DC: AERA Press.
Pellegrino, J.W., D. Hickey, A. Heath, K. Rewey, N.J. Vye, and the Cognition and Technology Group at Vanderbilt 1991. Assessing the Outcome of an Innovative Instructional Program: The 1990–91 Implementation of the ''Adventures of Jasper Woodbury." Technology Report No. 91-1. Nashville, TN: Vanderbilt Learning Technology Center.
President's Committee on Advisors on Science and Technology 1997. Report to the President on the use of technology to strengthen K-12 education in the United States. Washington, DC: U.S. Government Printing Office.
Pollak, H. 1986. The School Mathematics Curriculum: Raising National Expectations: Summary of a Conference. November 7–8, 1986. Paper presented at the conference on the School Mathematics Curriculum, University of California, Los Angeles.
Resnick, L.B. 1987. Education and Learning to Think. Committee on Mathematics, Science, and Technology Education, Commission on Behavioral and Social Sciences and Education, National Research Council. Washington, DC: National Academy Press. Available: http://www.nap.edu.
OCR for page 298
Riel, M. 1992. A functional analysis of educational telecomputing: A case study of Learning Circles. Interactive Learning Environments 2(1):15–29.
Riel, M.M., and J.A. Levin 1990. Building global communities: Success and failure in computer networking. Instructional Science 19:145–169.
Risko, V.J., and C.K. Kinzer 1998. Multimedia cases in reading education. Boston, MA: McGraw-Hill.
Roberts, N., and T. Barclay 1988. Teaching model building to high school students: Theory and reality. Journal of Computers in Mathematics and Science Teaching (Fall)13–24.
Roschelle, J., and J. Kaput 1996. Educational software architecture and systemic impact: The promise of component software. Journal of Educational Computing Research 14(3):217–228.
Rubin, A. 1992. The Alaska QUILL Network: Postering a Teacher Community Through Telecommunication. Hillsdale, NJ: Erlbaum.
Ruopp, R., S. Gal, B. Drayton, and M. Pfister 1993. LabNet: Toward a Community of Practice. Hillsdale, NJ: Erlbaum.
Scardamalia, M., and C. Bereiter 1991. Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. Journal of the Learning Sciences 1:37–68.
1993. Technologies for knowledge-building discourse. Communications of the ACM 36(5):37–41.
Scardamalia, M., C. Bereiter, and M. Lamon 1994. The SCILE Project: Trying to bring the classroom into World 3. Pp. 201–228 in Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, K. McGilly, ed. Cambridge, MA: MIT Press.
Scardamalia, M., C. Bereiter, R.S. McLean, J. Swallow, and E. Woodruff 1989. Computer-supported intentional learning environments. Journal of Educational Computing Research 5(1):51–68.
Schlager, M.S., and P.K. Schank 1997. TAPPED IN: A new on-line teacher community concept for the next generation of Internet technology. Proceedings of CSCL '97, The Second International Conference on Computer Support for Collaborative Learning, Toronto, Canada.
Schofield, J. 1995. Computers and Classroom Culture. Cambridge, UK: Cambridge University Press.
Schwartz, J.L. 1994. The role of research in reforming mathematics education: A different approach. In Mathematical Thinking and Problem Solving, A.H. Schoenfeld, ed. Hillsdale, NJ: Erlbaum.
OCR for page 299
Schwartz, D.L., X. Lin, S. Brophy, and J.D. Bransford in press. Toward the development of flexibly adaptive instructional designs. In Instructional Design Theories and Models: Volume II, C.M. Reigelut, ed. Hillsdale, NJ: Erlbaum.
Skovsmose, O. 1985. Mathematical education versus critical education. Educational Studies in Mathematics 16:337–354.
Songer, N.B. 1993. Learning science with a child-focused resource: A case study of kids as global scientists. Pp. 935–940 in Proceedings of the Fifteenth Annual Meeting of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.
Steed, M. 1992. STELLA, a simulation construction kit: Cognitive process and educational implications. Journal of Computers in Mathematics and Science Teaching 11:39–52.
Suppes, P., and M. Morningstar 1968. Computer-assisted instruction. Science 166:343–350.
Suthers, D., A. Weiner, J. Connelly, and M. Paolucci 1995. Belvedere: Engaging students in critical discussion of science and public policy issues. II-Ed 95, the 7th World Conference on Artificial Intelligence in Education, Washington, DC, August 16–19.
Thornton, R.K., and D.R. Sokoloff 1998. Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics 64:338–352.
Tinker, B., and B. Berenfeld 1993. A Global Lab Story: A Moment of Glory in San Antonio. Hands On! 16(3)(Fall).
1994. Patterns of US Global Lab Adaptations. Hands On! Available: http://hou.lbl.gov
University of California Regents 1997. Hands-On Universe. Available: http://hou.lbl.gov/
University of Illinois, Urbana-Champaign (UIUC) 1997. University of Illinois WW2010: The WeatherWorld2010 Project. Available: http://ww2010.atmos.uiuc.edu
U.S. Congress, Office of Technology Assessment 1995. Teachers and Technology: Making the Connection. OTA-EHR-6i16. April. Washington, DC: U.S. Government Printing Office. Available: ftp://gandalf.isu.edu/pub/ota/teachers.tech/
U.S. Department of Education 1994. National Assessment of Educational Progress (NAEP), 1994 Long-Term Assessment. Office of Educational Research and Improvement, U.S. Department of Education, Washington, D.C.
Vosniadou, N.J., E. DeCorte, R. Glaser, and H. Mandl, eds. 1996. International Perspectives on the Design of Technology-supported Learning Environments. Mahwah, NJ: Erlbaum.
OCR for page 300
Vye, N.J., D.L. Schwartz, J.D. Bransford, B.J. Barron, L. Zech, and Cognition and Technology Group at Vanderbilt 1998. SMART environments that support monitoring, reflection, and revision. In Metacognition in Educational Theory and Practice, D. Hacker, J. Dunlosky, and A. Graesser, eds. Mahwah, NJ: Erlbaum.
Wagner, R. 1996. Expeditions to Mount Everest. In Tales from the Electronic Frontier: First-Hand Experiences of Teachers and Students Using the Internet in K-12 Math and Science, R.W.M. Shinohara and A. Sussman, eds. San Francisco: WestEd.
Watts, E. 1985. How Teachers Learn: Teachers' Views on Professional Development. Paper presented at the annual meeting of the American Educational Research Association, Chicago. April.
Wertheimer, R. 1990. The geometry proof tutor: An "intelligent" computer-based tutor in the classroom. Mathematics Teacher 83:308–317.
White, B.Y. 1993. ThinkerTools: Causal models, conceptual change, and science education. Cognition and Instruction 10(1):1–100.
White, B.Y., and J.R. Fredericksen 1994. Using assessment to foster a classroom research community. Educator Fall:19–24.
1998. Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction 16(1):3–118.
Representative terms from entire chapter:
educational research