Chapter 5 Alternative Cognitive Views on Effective Learning



Chapter 5 Alternative Cognitive Views on Effective Learning

Recommended reading

Anderson, J. R., Greeno, J. G., Reder, L. M. & Simon, H. A. (2000) Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11-13.

Biggs, J. (1987) Reflective thinking and school learning. An introduction to the theory and practice of metacognition. SET Research Information for Teachers, no. 2, item 10.

Bruner, J. S. (1974) Beyond the Information Given. London: George Allen & Unwin.

Butler, D. L. & Winne, P. H. (1995) Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–81.

Corkill, A. J. (1992) Advance organisers: Facilitators of recall. Educational Psychology Review, 4, 33–67.

De Jong, T. & Van Joolingen, W. R. (1998) scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201.

Derry, S. J. & Murphy, D. A. (1986) Designing systems that train learning ability: From theory to practice. Review of Educational Research, 56, 1–39.

Garner, R. (1990) When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517–29.

Garner, R. & Alexander, P. A. (1989) Metacognition: Answered and unanswered questions. Educational Psychologist, 24, 143-58.

King, A. (1994) Questioning and knowledge generation. American Educational Research Journal, 31, 338–68.

King. A. (1997) ASK TO THINK—TELL WHY: A model of transactive peer tutoring for scaffolding higher level complex learning. Educational Psychologist, 32, 221-35.

King, A. (1999) Discourse patterns for mediating peer learning. In A. O’Donnell & A. King (eds) Cognitive Perspectives on Peer Learning. Mahway, NJ: Lawrence Erlbaum.

King, A., Staffieri, A. & Adelgais, A. (1998) Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90, 134-152.

Pressley, M., Harris, K. R. & Marks, M. B. (1992) But good strategy instructors are constructivists! Educational Psychology Review, 4, 3–31.

Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A. & Kurita, J. A. (1989) Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90, 3–32.

Putnam, R. T. & Borko, H. (2000) What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4-15.

Rosenshine, B., Meister, C. & Chapman, S. (1996) Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181–221.

Rowe, H. (1989) Teach Learning Strategies. SET Research Information for Teachers, no. 1, item 14.

Schraw, G M. & Moshman, D. (1995) Metacognitive theories. Educational Psychology Review, 7, 351–71.

Shuell, T. J. (1990) Phases of meaningful learning. Review of Educational Research, 60, 531–47.

Tamir, P. (1995) Discovery learning and teaching. In L. W. Anderson (ed.) International Encyclopedia of Teaching and Teacher Education, 2nd edn. Tarrytown, NY: Pergamon, 149–55.

Thomas, G. (1988) Room management in mainstream/integrated classrooms. SET Research Information for Teachers, no. 1, item 5.

Weinstein, C. & Hume, L. M. (1998) Study Strategies for Lifelong Learning. Washington DC: American Psychological Association.

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