Cognitive requirements for learning with open-ended learning environments

Land, Susan M.

doi:10.1007/BF02319858

Record: found
Abstract: not found
Article: not found

Cognitive requirements for learning with open-ended learning environments

Author(s): Susan M. Land

Publication date Created: September 2000

Publication date (Print): September 2000

Journal: Educational Technology Research and Development

Publisher: Springer Nature

Read this article at

ScienceOpenPublisher

Bookmark

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Related collections

Most cited references 26

Record: found
Abstract: not found
Article: not found

Categorization and Representation of Physics Problems by Experts and Novices*

Michelene T H Chi, Paul Feltovich, Robert Glaser (1981)

0 comments Cited 632 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: not found
Article: not found

Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

Aannemarie Palinscar, Ann Brown (2009)

0 comments Cited 530 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: not found
Article: not found

The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction

C. Chinn, W. Brewer (1993)

0 comments Cited 192 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Title: Educational Technology Research and Development

Abbreviated Title: ETR&D

Publisher: Springer Nature

ISSN (Print): 1042-1629

ISSN (Electronic): 1556-6501

Publication date Created: September 2000

Publication date (Print): September 2000

Volume: 48

Issue: 3

Pages: 61-78

Article

DOI: 10.1007/BF02319858

SO-VID: 61bdfcc2-ed68-4dda-9c79-a38c07735e96

History

Data availability:

Cognitive requirements for learning with open-ended learning environments

Read this article at

Related collections

Special series: Supporting Small and Medium-sized Enterprises in the Educational Technology Sector to Become More Research-minded

Most cited references 26

Categorization and Representation of Physics Problems by Experts and Novices*

Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction

Author and article information

Journal

Article

History

Comments

Comment on this article

Similar content 1,184

Cited by 36

Most referenced authors 273