| Anderson,
J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning
and education. Educational Researcher, 25(4),
5-11.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated
learning and education. Educational Researcher, 25(4),
5-11.
Anderson,
J. R., Reder, L. M., & Simon, H. A. (1997). Situated versus
cognitive perspectives: Form versus substance. Educational
Researcher, 26(1), 18-21.
Baxter, L.
M., & Kurtz, M. J. (2001). When a hypothesis is not an educated
guess. Science and Children, 38(7), 18-20.
Bell, B.,
& Zirkel-Rubin, J. (2001). Goal directed inquiry via exhibit
design: Engaging with history through the lens of baseball. Journal
of Interactive Learning Research, 12(1), 3-39.
Bishop, M.
J., Bross, T. R., & Nelson, J. H. (2001). Generating physics
content for the designers. Educational Technology, 41(1),
7-13.
Brown, J.
S., Collins, A., & Duguid, P. (1988). Situated cognition and
the culture of learning. Educational Researcher, 18(1),
32-42. Retrieved June 4, 2003, from Columbia University, Institute
for Learning Technologies Web site: http://www.ilt.columbia.edu/ilt/papers/JohnBrown.html
Chai, J.,
& Hannafin, M. (1995). Situated cognition and learning environments:
Roles, structures, and implications for design. Educational
Technology Research and Development, 43(2), 53-69.
Cobb, P. (1995).
Continuing the conversation: A response to Smith. Educational
Researcher, 24(6), 25-27.
Cobb, P.,
& Bowers, J. (1999). Cognitive and situated learning: Perspectives
in theory and practice. Educational Researcher, 28(2),
4-15.
Cobb, T. (1999).
Applying constructivism: A test for the learner-as-scientist.
Educational Technology Research and Development, 47(3),
15-31.
Collins, A.,
& Ferguson, W. (1993). Epistemic forms and epistemic games:
Structures and strategies to guide inquiry. Educational Psychologist,
28(1), 25-42.
Demers, C.
(2000). Beyond paper and pencil assessments: Creating a wide-scale
performance-based assessment tool for elementary science. Science
and Children, 38(2), 24-29.
Edmonds, G.
S., Branch, R. C., & Mukherjee, P. (1994). A conceptual framework
for comparing instructional design models. Educational Technology
Research and Development, 42(4), 55-72.
Ertmer, P.
A. (2001). Responsive instructional design: Scaffolding the adoption
and change process. Educational Technology, 41(6),
33-38.
Fishman, B.
J. (2000). How activity fosters CMC tool use in classrooms: Reinventing
innovations in local contexts. Journal of Interactive Learning
Research, 11(1), 3-27.
Garthwait,
A., & Verrill, J. (2003). E-portfolios: Documenting student
progress. Science and Children, 40(8), 22-27.
Greeno, J.
G. (1997). On claims that answer the wrong questions. Educational
Researcher, 26(1), 5-17.
Hannum, W.
(2001). The physics of the roller coaster: Learning physics through
simulation. Educational Technology, 41(1), 25-35.
Herrington,
J., & Oliver, R. (1999). Using situated learning and multimedia
to investigate higher-order thinking. Journal of Interactive
Learning Research, 10(1), 3-24.
Hooper, S.,
& Hannafin, M. J. (1991). The effects of group composition
on achievement, interaction, and learning efficiency during computer-based
cooperative instruction. Educational Technology Research and
Development, 39(3), 27-40.
Hung, D.,
& Nichani, M. (2001). Constructivism and e-Learning: Balancing
the individual and social levels of cognition. Educational
Technology, 41(2), 40-44.
Jesky-Smith,
R. (2002). Science? A survey reveals preservice teachers’
insecurities about teaching science. Science and Children,
39(6), 26-30.
Jonassen,
D. H. (1991). Objectivism versus constructivism: Do we need a
new philosophical paradigm? Educational Technology Research
and Development, 39(3), 5-14.
Jonassen,
D. H., Campbell, J. P., & Davidson, M. E. (1994). Learning
with media: Restructuring the debate. Educational Technology
Research and Development, 42(2), 31-39.
Jonassen,
D. H. (2000). Transforming learning with technology: Beyond modernism
and post-modernism or whoever controls the technology creates
the reality. Educational Technology, 40(2),
21-25.
Jonassen,
D. H. (2002). Learning as activity. Educational Technology,
42(2), 45-51.
Kemp, J. E.
(2003). Relationship between instructional design and education.
[Reader comments]. Educational Technology, 43(2),
57-58.
Kuhn, D. (1999).
A developmental model of critical thinking. Educational Researcher,
28(2), 16-26.
Linn, R. L.
(2000). Assessments and accountability. Educational Researcher,
29(2), 4-16.
Martin, A.
(2003). Adding value to simulation/games through internet mediation:
The medium and the message. Simulation & Gaming,
34(1), 23-38.
McLaren, P.
(1999). A pedagogy of possibility: Reflecting upon Paulo Freire’s
politics of education. Educational Researcher, 28(2),
49-54, 56.
McTighe, J. & Thomas, R. S. (2003). Backward Design for Forward
Action. Educational Leadership, 60(5), 52-55.
Means, T.
B., Jonassen, D. H., & Dwyer, F. M. (1997). Enhancing relevance:
Embedded ARCS strategies vs. purpose. Educational Technology
Research and Development, 45(1), 5-17.
Merrill, M.
D., & the ID2 Research Group (1996). Instructional transaction
theory: Instructional design based on knowledge objects. Educational
Technology, 36(3), 30-37.
Merrill, M.
D., Drake, L., Lacy, M. J., Pratt, J., & the ID2 Research
Group (1996). Reclaiming instructional design. Educational
Technology, 36(5), 5-7.
Merrill,
M. D. (2001). A knowledge object and mental model approach to
a physics lesson. Educational Technology, 41(1),
36-47.
Merrill, M.
D. (2002). First principles of instruction. Educational Technology
Research and Development, 50(3), 43-59.
Morrison,
D., & Collins, A. (1995). Epistemic fluency and constructivist
learning environments. Educational Technology, 35(5),
39-45.
Northrup,
P. (2001). A framework for designing interactivity into web-based
instruction. Educational Technology, 41(2),
31-39.
Oliver, K.,
& Hannafin, M. (2001). Developing and refining mental models
in open- ended learning environments: A case study. Educational
Technology Research and Development, 49(4), 5-32.
Osguthorpe,
R. T., Osguthorpe, R. D., Jacob, W. J., & Davies, R. (2003).
The moral dimensions of instructional design. Educational
Technology, 43(2), 19-23.
Phillips,
D. C. (1995). The good, the bad, and the ugly: The many faces
of constructivism. Educational Researcher, 24(7),
5-12.
Phillips,
D. C. (1996). Response to Ernst von Glasersfeld. Educational
Researcher, 25(6), 20.
Pierce, W.
(2001). Inquiry made easy: You can include inquiry learning in
the classroom! Science and Children, 38(8),
39-41.
Reeves, T.
C. (1997). An evaluator looks at cultural diversity. Educational
Technology, 37(2), 27-31.
Reeves, T.
C. (1998). ‘Future Schlock,’ ‘The Computer Delusion,’
and ‘The End of Education’: Responding to critics
of educational technology. Educational Technology, 38(5),
49-53.
Reeves, T.
C. (2000). Socially responsible educational technology research.
Educational Technology, 40(6), 19-28.
Rieber, L.
P. (1996). Seriously considering play: Designing interactive learning
environments based on the blending of microworlds, simulations,
and games. Educational Technology Research and Development,
44(2), 43-58.
Rieber, L.
P., & Matzko, M. J. (2001). Serious design for serious play
in physics. Educational Technology, 41(1), 14-24.
Reigeluth,
C. M. (1996). A new paradigm of ISD? Educational Technology,
36(3), 13-20.
Reigeluth,
C. M. (1997). Instructional theory, practitioner needs, and new
directions: Some reflections. Educational Technology,
37(1), 42-47.
Sherry, L.,
Lawyer-Brook, D., & Black, L. (1997). Evaluation of the Boulder-Valley
internet project: A theory-based approach to evaluation design.
Journal of Interactive Learning Research, 8(2),
199-233.
Sherry, L.,
& Trigg, M. (1996). Epistemic forms and epistemic games. Educational
Technology, 36(3), 38-44.
Sugar, W.,
& Betrus, A. (2002). The many hats of an instructional designer:
The development of an instructional card game. Educational
Technology, 42(1), 45-51.
Smith, E.
(1995). Where is the mind? Knowing and knowledge in Cobb’s
constructivist and sociocultural perspectives. Educational
Researcher, 24(6), 23-24.
Thavikulwat,
P. (1996). Activity-driven time in computerized gaming simulations.
Simulation & Gaming, 27(1), 110-122.
The Cognition
and Technology Group at Vanderbilt. (1993). Anchored instruction
and situated cognition revisited. Educational Technology,
33(3), 52-70.
Thiagarajan,
S. (2002). Unconventional instructional design: Faster, cheaper,
better. Educational Technology, 42(3), 60-62.
Uden, L.,
& Brandt, D. S. (2001). Knowledge analysis of tasks for instructional
design. Educational Technology, 41(5), 59-63.
van Merriënboer,
J. J. G., & Martens, R. (2002). Computer-based tools for instructional
design: An introduction to the special issue. Educational
Technology Research and Development, 50(4), 5-9.
van Merriënboer,
J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints
for complex learning: The 4C/ID-model. Educational Technology
Research and Development, 50(2), 39-64.
von Glasersfeld,
E. (1996). Footnotes to “the many faces of constructivism.
Educational Researcher, 25(6), 19.
White, W.
B. (2001). C is for change: Seven effective classroom practices
for new and veteran science educators. Science and Children,
38(6), 35-39.
Willis, J.
(1998). Alternative instructional design paradigms: What’s
worth discussing and what isn’t. Educational Technology,
38(3), 5-16.
Willis, J.
(2000). The maturing of constructivist instructional design: Some
basic principles that can guide practice. Educational Technology,
40(1), 5-16.
Wilson, B.
(1995). Metaphors for instruction: Why we talk about learning
environments. Educational Technology, 35(5),
25-30.
Wilson, B.
(1997). Thoughts on theory in educational technology. Educational
Technology, 37(1), 22-27.
Wilson, B.
(1999). Adoption of learning technologies: Toward new frameworks
for understanding the link between design and use. Educational
Technology, 39(1), 12-16.
Wilson, B.
(1999). Evolution of learning technologies: From instructional
design to performance support to network systems. Educational
Technology, 39(2), 32-35.
Wolfe, J.,
& Crookall, D. (1998). Developing a scientific knowledge of
simulation/gaming. Simulation & Gaming, 29(1),
7-19.
Yockey, J.
A. (2001). A key to science: A simple writing technique helps
students communicate the important science concepts they have
learned. Science and Children, 38(7), 36-41.
|
|