2.6: Bibliography
Ainsworth, Shaaron E., Peter A. Bibby, and David J. Wood. “Information Technology and Multiple Representations: New Opportunities – New Problems.” Journal of Information Technology for Teacher Education 6, no. 1 (March 1, 1997): 93–105. https://doi.org/10.1080/14759399700200006 .
Chi, Michelene T. H., Nicholas De Leeuw, Mei-Hung Chiu, and Christian Lavancher. “Eliciting Self-Explanations Improves Understanding.” Cognitive Science 18, no. 3 (July 1, 1994): 439–77. doi.org/10.1016/0364-0213(94)90016-7 .
Davis, Elizabeth A. “Scaffolding Students’ Knowledge Integration: Prompts for Reflection in KIE.” International Journal of Science Education 22, no. 8 (August 1, 2000): 819–37. https://doi.org/10.1080/095006900412293 .
Harrison, Allan G., and David F. Treagust. “Modelling in Science Lessons: Are There Better Ways to Learn With Models?” School Science and Mathematics 98, no. 8 (1998): 420–29. https://doi.org/10.1111/j.1949-8594.1998.tb17434.x .
Hui Li1, 873123889@qq.com , and Gengsheng Xiao1. “An Empirical Study on Productive Vocabulary Acquisition Under Hypertext Reading.” International Journal of Emerging Technologies in Learning 13, no. 12 (December 2018): 109–22. https://doi.org/10.3991/ijet.v13i12.8846 .
“Intelligence, Dual Coding Theory, and the Brain | Elsevier Enhanced Reader.” Accessed June 16, 2019. https://doi.org/10.1016/j.intell.2014.09.002 .
Kozma, Robert B. “Learning with Media.” Review of Educational Research 61, no. 2 (June 1, 1991): 179–211. https://doi.org/10.3102/00346543061002179 .
Larkin, Jill H., and Herbert A. Simon. “Why a Diagram Is (Sometimes) Worth Ten Thousand Words.” Cognitive Science 11, no. 1 (January 1, 1987): 65–100. https://doi.org/10.1016/S0364-0213(87)80026-5 .
Mayer, Richard E. “Multimedia Learning.” In Psychology of Learning and Motivation , 41:85–139. Academic Press, 2002. https://doi.org/10.1016/S0079-7421(02)80005-6 .
“Multimedia Learning: Are We Asking the Right Questions?” Educational Psychologist 32, no. 1 (January 1, 1997): 1–19. https://doi.org/10.1207/s15326985ep3201_1 .
Michas, Irene C., and Dianne C. Berry. “Learning a Procedural Task: Effectiveness of Multimedia Presentations.” Applied Cognitive Psychology 14, no. 6 (2000): 555–75. https://doi.org/10.1002/1099-0720(200011/12)14:6<555::AID-ACP677>3.0.CO;2-4 .
Ng, Yee Fai, Kwan Kit Chan, Huey Lei, Phoebe Mok, and Shing Yu Leung. “Pedagogy and Innovation in Science Education: A Case Study of an Experiential Learning Science Undergraduate Course.” The European Journal of Social & Behavioural Sciences; Nicosia 25, no. 2 (April 2019): 2910–26. http://dx.doi.org/10.15405/ejsbs.254 .
Paivio, Allan. “Dual Coding Theory, Word Abstractness, and Emotion: A Critical Review of Kousta et Al. (2011).” Journal of Experimental Psychology: General 142, no. 1 (February 2013): 282–87. http://dx.doi.org/10.1037/a0027004 .
“Mental Imagery in Associative Learning and Memory.” Psychological Review 76, no. 3 (May 1969): 241–63. http://dx.doi.org/10.1037/h0027272 .
Reiser, Brian J. “Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work.” Journal of the Learning Sciences 13, no. 3 (July 1, 2004): 273–304. https://doi.org/10.1207/s15327809jls1303_2 .
Shorb, J. M.; Moore, J. W. The ChemPaths Student Portal: Making an Online Textbook More than a Book Online. In Enhancing Learning with Online Resources, Social Networking, and Digital Libraries ; ACS Symposium Series; American Chemical Society, 2010; Vol. 1060, pp 283–308. https://doi.org/10.1021/bk-2010-1060.ch015 .
Wu, Hsin-Kai, and Priti Shah. “Exploring Visuospatial Thinking in Chemistry Learning.” Science Education 88, no. 3 (2004): 465–92. https://doi.org/10.1002/sce.10126 .
Vörös, Zsofia, Jean-François Rouet, and Csaba Pléh. “Effect of High-Level Content Organizers on Hypertext Learning.” Computers in Human Behavior , 2009 Fifth International Conference on Intelligent Computing, 27, no. 5 (September 1, 2011): 2047–55. https://doi.org/10.1016/j.chb.2011.04.005 .
Yang, S. C. Synergy of Constructivism and Hypermedia from Three Constructivist Perspectives— Social, Semiotic, and Cognitive. Journal of Educational Computing Research 2001 , 24 (4), 321–361. https://doi.org/10.2190/JW76-7C6V-LUER-LCAQ .