Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review-Reference-Cited by-同舟云学术

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

Published:2015-02-26 Issue:2 Volume:63 Page:257-302
ISSN:1042-1629
Container-title:Educational Technology Research and Development
language:en
Short-container-title:Education Tech Research Dev

Author:

Zacharia Zacharias C.,Manoli Constantinos,Xenofontos Nikoletta,de Jong Ton,Pedaste Margus,van Riesen Siswa A. N.,Kamp Ellen T.,Mäeots Mario,Siiman Leo,Tsourlidaki Eleftheria

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s11423-015-9370-0.pdf

Reference120 articles.

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2. Arnold, J. C., Kremer, K., & Mayer, J. (2014). Understanding students’ experiments—What kind of support do they need in inquiry tasks? International Journal of Science Education, 36, 2719–2749. doi: 10.1080/09500693.2014.930209 .

3. Azevedo, R. (2002). Beyond intelligent tutoring systems: Using computers as METAcognitive tools to enhance learning? Instructional Science, 30, 31–45. doi: 10.1023/A:1013592216234 .

4. Azevedo, R. (2005). Computer environments as metacognitive tools for enhancing learning. Educational Psychologist, 40, 193–197. doi: 10.1207/s15326985ep4004_1 .

5. *Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344–370. doi: 10.1016/j.cedpsych.2003.09.002 .

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