[1]
|
Aleven, V. A. W. M. M., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explain with a computer-based Cognitive Tutor. Cognitive Science, 26, 147-179.
doi:10.1207/s15516709cog2602_1
|
[2]
|
Atkinson, R. K, Derry, S. J., Renkl, A., & Wortham, D. W. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181-214.
|
[3]
|
Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out examples. Journal of Educational Psychology, 95, 774-783. doi:10.1037/0022-0663.95.4.774
|
[4]
|
Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instructtion: Essays in honor of Robert Glaser (p. 361). Hillsdale, NJ: Lawrence Erlbaum Associates.
|
[5]
|
Catrambone, R. (1998). The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General, 127, 355-376.
doi:10.1037/0096-3445.127.4.355
|
[6]
|
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
doi:10.1207/s1532690xci0804_2
|
[7]
|
Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233-246. doi:10.1111/j.2044-8279.1992.tb01017.x
|
[8]
|
Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in Instructional Psychology (pp. 161-238). Mahwah, NJ: Lawrence Erlbaum Associates.
|
[9]
|
Chi, M. T. H., Bassok, M., Lewis, M. H., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
doi:10.1207/s15516709cog1302_1
|
[10]
|
Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
|
[11]
|
Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. The Journal of the Learning Sciences, 1, 69-105.
doi:10.1207/s15327809jls0101_4
|
[12]
|
Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer.
|
[13]
|
Cohen, E., Mason, A., Singh, C., & Yerushalmi, E. (2008). Identifying differences in diagnostic skills of physics students: Students’ self-diagnostic performance given alternative scaffolding. 2008 Proceedings of the Physics Education Research Conference (pp. 99-102). Edmonton: AIP.
|
[14]
|
Crippen, K. J., & Earl, B. L. (2005). The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy. Computers & Education, 49, 809-821.
doi:10.1016/j.compedu.2005.11.018
|
[15]
|
Dkeidek, I., Hofstien, A., & Mamlouk, R. (2011). Effect of culture on high-school students’ question-asking ability resulting from an inquiry-oriented chemistry laboratory. International Journal of Science and Mathematics Education, 9, 1305-1331.
doi:10.1007/s10763-010-9261-0
|
[16]
|
Eilam, B. (2002). Passing through a western-democratic teacher education: The case of Israeli-Arab teachers. Teacher College Record, 104, 1656-1701. doi:10.1111/1467-9620.00216
|
[17]
|
Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, Physics Education Research Supplement, 69, S54-S64.
|
[18]
|
Etkina, E., Van Heuvelen, A., White-Brahmia, S., Brookes, D. T., Gentile, M., Murthy, S., Rosengrant, D., & Warren, A. (2006). Developing and assessing student scientific abilities. Physical Review. Special Topics, Physics Education Research, 2, 020103.
doi:10.1103/PhysRevSTPER.2.020103
|
[19]
|
Eylon, B., & Helfman, J. (1982). Deductive and analogical problemsolving processes in physics. New York: American Educational Research Association (AERA).
|
[20]
|
Gick, M. L., & Holyack, K. J. (1983). Schemainduction and analogical transfer. Cognitive Psychology, 15, 1-38.
doi:10.1016/0010-0285(83)90002-6
|
[21]
|
Gro?e, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and Instruction, 17, 612-634. doi:10.1016/j.learninstruc.2007.09.008
|
[22]
|
Halloun, I. A., & Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53, 1056-1065.
doi:10.1119/1.14031
|
[23]
|
Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining? Cognitive Technology, 7, 4-14.
|
[24]
|
Hausmann, R. G. M., & VanLehn, K. (2007). Explaining self-explaining: A contrast between content and generation. In R. Luckin, K. R. Koedinger, & J. Greer (Eds.), Artificial intelligence in education: Building technology rich learning contexts that work (Vol. 158, pp. 417-424). Amsterdam: IOS Press.
|
[25]
|
Heller, P., & Hollbaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60, 637-645.
doi:10.1119/1.17118
|
[26]
|
Henderson, C., & Harper, K. A. (2009). Quiz corrections: Improving learning by encouraging students to reflect on their mistakes. The Physics Teacher, 47, 581-586. doi:10.1119/1.3264589
|
[27]
|
Hieggelke, C. J., Maloney, D. P., O’Kuma, T. L., & Kanim, S. (2006). E&M TIPERs: Electricity & magnetism tasks. Boston, MA: Addison Wesley.
|
[28]
|
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.
doi:10.1207/S15326985EP3801_4
|
[29]
|
Labudde, P., Reif, F., & Quinn, L. (1988). Facilitation of scientific concept learning by interpretation procedures and diagnosis. International Journal of Science Education, 10, 81-98.
doi:10.1080/0950069880100108
|
[30]
|
Maloney, D. (2011). An overview of physics education research on problem solving. Getting Started in PER (Vol. 2). URL (last checked 1 May 2012).
http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11457&DocID=2427
|
[31]
|
Mason, A., Cohen, E., Singh, C., & Yerushalmi, E. (2009). Self-diagnosis, scaffolding and transfer: A tale of two problems. In M. Sabella, C. Henderson, & C. Singh (Eds.), 2009 Physics Education Research Conference (pp. 27-30). Ann Arbor, MI: AIP.
|
[32]
|
Mason, A., Cohen, E., Yerushalmi, E., & Singh, C. (2008). Identifying differences in diagnostic skills between physics students: Developing a rubric. In L. Hsu, C. Henderson, & M. Sabella (Eds.), 2008 Proceedings of the Physics Education Research Conference (pp. 147- 150). Edmonton: AIP.
|
[33]
|
Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.
|
[34]
|
McDermott, L. C., Shaffer, P. S., & The Physics Education Group at the University of Washington (1998). Tutorials in introductory physics (Preliminary Ed.). Upper Saddle River, NJ: Prentice Hall.
|
[35]
|
Redish, E., Saul, J., & Steinberg, R. (1998). Student expectations in introductory physics. American Journal of Physics, 66, 212-224.
doi:10.1119/1.18847
|
[36]
|
Reif, F., & Scott, L. (1999). Teaching scientific thinking skills: Students and computers coaching each other. American Journal of Physics, 67, 819-831. doi:10.1119/1.19130
|
[37]
|
Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29.
doi:10.1207/s15516709cog2101_1
|
[38]
|
Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90-108. doi:10.1006/ceps.1997.0959
|
[39]
|
Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction, 16, 92-103. doi:10.1016/j.learninstruc.2006.02.008
|
[40]
|
Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction. Cognition & Instruction, 22, 129-184.
doi:10.1207/s1532690xci2202_1
|
[41]
|
Sokoloff, D. R., & Thornton, R. K. (2001). Interactive lecture demonstrations. New York, NY: Wiley.
|
[42]
|
Sweller, J., van Merri?nboer, J. J. G., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296. doi:10.1023/A:1022193728205
|
[43]
|
Tamir, P., & Caridin, H. (1993). Characteristics of the learning environment in biology and chemistry classes as perceived by Jewish and Arab high school students in Israel. Research in Science and Technological Education, 11, 5-14. doi:10.1080/0263514930110102
|
[44]
|
Van Gog, T., Paas, F., & van Merri?nboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222. doi:10.1016/j.learninstruc.2007.03.003
|
[45]
|
Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1, 205-221.
doi:10.1080/0140528790010209
|
[46]
|
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1-39.
doi:10.1207/s1532690xci0701_1
|
[47]
|
Wertsch, J. V. (1984). The zone of proximal development & some conceptual issues. In B. Rogoff & J. V. Wertsch (Eds.), Children’s learning in the “zone of proximal development”—New directions for child development (pp. 7-18). San Francisco: Jossey-Bass.
|
[48]
|
Yerushalmi, E., Henderson, C., Heller, K., Heller, P., & Kuo, V. (2007). Physics faculty beliefs and values about the teaching and learning of problem solving part 1: Mapping the common core. Physical Review Special Topics—Physics Education Research, 3, 020109.
doi:10.1103/PhysRevSTPER.3.020109
|
[49]
|
Yerushalmi, E., Mason, A., Cohen, E., & Singh, C. (2009). Self-diagnosis, scaffolding and transfer in a more conventional introductory physics problem. In M. Sabella, C. Henderson, & C. Singh (Eds.), 2009 Physics Education Research Conference (pp. 23-27). Ann Arbor, MI: AIP.
|
[50]
|
Yerushalmi, E., Puterkovski, M., & Bagno, E., (2012). Knowledge integration while interacting with an online troubleshooting activity, Journal of Science Education and Technology.
doi:10.1007/s10956-012-9406-8
|
[51]
|
Yerushalmi, E., Singh, C., & Eylon, B. (2007). Physics learning in the context of scaffolded diagnostic tasks (1): The experimental setup. In L. McCullough, L. Hsu, & C. Henderson (Eds.), Proceedings of the Physics Education Research Conference (pp. 27-30). Greensboro, NC: AIP.
|