Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science
Author:
Funder
Directorate for Education and Human Resources
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11251-024-09673-9.pdf
Reference116 articles.
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2. Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504–525. https://doi.org/10.1080/09500693.2020.1716093
3. Alibali, M. W., & Nathan, M. J. (2018). Embodied cognition in learning and teaching: Action, observation, and imagination. In R. K. Sawyer (Ed.), International handbook of the learning sciences (pp. 75–85). Routledge.
4. Baxter, G. P., Elder, A. D., & Glaser, R. (1996). Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist, 31(2), 133–140. https://doi.org/10.1207/s15326985ep3102_5
5. Berg, C., & Boote, S. (2017). Format effects of empirically derived multiple-choice versus free-response instruments when assessing graphing abilities. International Journal of Science and Mathematics Education, 15(1), 19–38. https://doi.org/10.1007/s10763-015-9678-6
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