The Interactactive Compensatory Model of Learning (ICML)
Schraw, G., Brooks, D. W., & Crippen, K. J. (2005). Improving chemistry teaching using an interactive compensatory model of learning. Journal of Chemical Education, 82(4), 637-640.
New Learning Creates Positive Feedback Loops with the Critical Variables that Support it
Brooks, D. W., Schraw, G. P., & Crippen, K. J. (2005). Performance-related feedback: The hallmark of good instruction. Journal of Chemical Education, 82(4), 641-644.
A Framework for Self-Regulated Learning
Schraw, G., Crippen, K. J., & Hartley, K. D. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139.
The Rote-Meaningful, Reception-Discovery Continua
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (Eds.). (2005). Teaching science for understanding: A human constructivist view: Elsevier.
Linn, M. C., Bell, P., & Davis, E. A. (2005). Internet environments for science education: Lawrence Erlbaum.
Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126.
Technological Pedagogical Content Knowledge
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
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