SEARCH

SEARCH BY CITATION

REFERENCES

  • 1
    J. D.Bransford, A. L.Brown, R. R.Cocking, eds (2000) How People Learn: Brain, Mind, Experience, and School, National Academy Press, Washington, D.C.
  • 2
    W. A. Nelson, D. B. Palumbo (1992) Learning, instruction, and hypermedia, J. Educ. Media. Hypermedia. 1, 287299.
  • 3
    R. Kozma (2000) in Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning (M.Jacobson, R.Kozma, eds) pp. 1146, Erlbaum, Mahwah.
  • 4
    C. T. Fosnot (1996) Theories, Speculation, and the Structure of Knowledge, Teachers College Press, New York.
  • 5
    D. H. Jonassen, T. Mayes, R. McAleese (1991) in Designing Environments for Constructive Learning (T. M.Duffy, J.Lowyk, D. H.Jonassen, eds) pp. 231247, Springer-Verlag, New York.
  • 6
    M. Wittrock (1990) Generative processes of comprehension, Educ. Psychol. 24, 345376.
  • 7
    National Science Foundation (1996) Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology, pp. 44, National Science Foundation, Washington, DC.
  • 8
    A. G. Harrison, D. F. Treagust (1993) Teaching with analogies: A case study in grade-10 optics, J. Res. Sci. Teach. 30, 12911307.
  • 9
    B. S. Bloom, M. D. Engelhart, E. J. Furst, W. H. Hill, D. R. Krathwohl (1956) Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain, Edward Bros, Ann Arbor, MI.
  • 10
    T. Andre, A. Thieman (1988) Level of adjunct question, type of feedback, and learning concepts by reading, Contemp. Educ. Psychol. 13, 296307.
  • 11
    R. W. Lewis (1990) Theories, speculation, and the structure of knowledge, Speculat. Sci. Technol. 13, 1317.
  • 12
    N. A. Campbell, J. B. Reece (2002) Biology, 6th Ed, The Benjamin Cummings Publishing Co., Menlo Park, CA.
  • 13
    J. T. Wilson, J. J. Koran (1976) Review of research on mathemagenic behavior: Implications for teaching and learning science, Sci. Educ. 60, 391400.
  • 14
    S. C. Yang (2001) Synergy of constructivism and hypermedia from three constructivist perspectives—Social, semiotic, and cognitive, J. Educ. Comput. Res. 24, 321361.