Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning-Reference-Cited by-同舟云学术

Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning

Published:2017-12-04 Issue:1 Volume:46 Page:77-104
ISSN:0020-4277
Container-title:Instructional Science
language:en
Short-container-title:Instr Sci

Author:

Roll Ido^ORCID,Butler Deborah,Yee Nikki,Welsh Ashley,Perez Sarah,Briseno Adriana,Perkins Katherine,Bonn Doug

Funder

Social Sciences and Humanities Research Council of Canada

Gordon and Betty Moore Foundation

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/article/10.1007/s11251-017-9437-x/fulltext.html

Reference76 articles.

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2. Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology. https://doi.org/10.1037/a0021017 .

3. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175.

4. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Macmillan.

5. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206–1222.

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