1 |
Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23(8), 4-12
DOI
ScienceOn
|
2 |
Lee, K., Lim, J. , Kim. J., & Jeong, H. (1979). A practical study on the improvement of instructional system in the student teaching centered on lesson plan format. Journal of Educational Research(College of Education, Kyunpook National University), 21, 1-33
|
3 |
Glaser, R. (1991). The maturing of the relationship between the science of learning and cognition and educational practice. Learning and Instruction, 1, 129-144
DOI
ScienceOn
|
4 |
Reigeluth, C. M. (1999). Instructional design theories and models: A new paradigm of instructional theory. Mahwah, N.J.: Lawrence Erlbaum Associates
|
5 |
Shuell, T. J. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds), Handbook of Eucational Psychology (pp. 726-764). New York : Simon and Schuster Macmillan
|
6 |
Vermunt, J. D. & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280
DOI
ScienceOn
|
7 |
Wagner, E. D. & McCombs, B. L. (1995). Learner- centered psychological principles in practice: designs for distance education. Educational Technology, 35(3), 32-35
|
8 |
White, B. Y. & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction, 16(1), 3-118
DOI
ScienceOn
|
9 |
Short, E. J. & Weisberg-Benchell, J. A. (1989). Self-concept and learning: the revised inventory of learning processes. Educational Psychology, 11, 343-362
DOI
ScienceOn
|
10 |
Dick, W. & Carey, L. M. (1996). The systematic design of instruction (4th ed). New York: Harper Collins
|
11 |
Hodson, D. & Hodson, J. (1998). From Constructivism To Social Constructivism: A Vygotskian Perspective on Teaching and Learning Science. School Science Review, 79(289), 33-41
|
12 |
Shuell, T. J. (1993). Toward an integrated theory of teaching and learning. Educational Psychologist, 28, 291-311
DOI
ScienceOn
|
13 |
Pate, C. & Karen, P. (1991). Second Year Results of the TRIVET Program (Techniques of Responsive Intervention To Validate Effective Teaching): A School-University Partership in the appraisal of classroom. ED335319
|
14 |
Gangne, R. M. (1970). The condition of learning (2nd ed.). New York: Holt, Rinehart and Winston
|
15 |
Paik, S., Kim, H., Che, W. Kwon, K., & Noh, T. (1999). Effects of concept change teaching model considering students' learning motivations. Journal of the Korean Association for Research in Science Education, 19(2), 305-314
|
16 |
Marin, N., Benarroch, A., & Gomez, E. J. (2000). What Is the relationship between social constructivism and Piagetian Constructivism? An analysis of the characteristics of the Ideas within both theories. International Journal of Science Education, 22(3), 225-238
DOI
|
17 |
Thorley, N. R. & Stofflett, R. T. (1996). Representation of the conceptual change model in science teacher education, Science Education, 80(3), 317-339
DOI
|
18 |
Lee, G. (2002). A study on the effective use of lesson plans focus on the instructional systematic design. Educational Research (Educational Graduate School, Daejin University), 4(1), 1-18
|
19 |
De Corte, E. (1995). Fostering cognitive growth: a perspective from research on mathematics learning and instruction. Educational Psychologist, 30, 37-46
DOI
ScienceOn
|
20 |
Pintrich, P. R. (1994). Continuities and discontinuities: future directions for research in educational psychology. Educational Psychologist, 29, 137-148
DOI
ScienceOn
|
21 |
Duffy, T. M., Lowyck, J. & Jonassen, D. H. (Eds) (1993). Designing environments for constructive learning: New York: Springer Verlag
|