RESEARCH AND APPLICATION RESEARCH QUESTION / HYPOTHESIS 1. Learning from a given instructional program will be facilitated in
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Rinehart and Winston. Gardner, H. (1999). Multiple approaches to understanding. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II) (pp. 69-89). Mahwah, NJ: Lawrence Erlbaum Associates. Gentner, D. & Namy, L. (1999). Comparison in the development of categories. Cognitive Development, 14, 487-513. Jonassen, D. (1999) Designing Constructivist Learning Environments. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II) (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates. Kovalik, S. J. & McGeehan, J. R. (1999). Integrated thematic instruction: from brain research to application. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II) (pp. 371-396). Mahwah, NJ: Lawrence Erlbaum Associates. Lewis, C., Watson, M., & Schaps, E. (1999). Recapturing education's full mission: educating for social, ethical, and intellectual development. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II) (pp. 511-536). Mahwah, NJ: Lawrence Erlbaum Associates. Mayer, R. E. (1992). Thinking, Problem Solving, Cognition (2nd Ed.). New York: W. H. Freeman. McCarthy, B. (1996). About Learning. Barrington, IL: Excell Inc. Merrill, M. D. (1994). Instructional Design Theory. Englewood Cliffs: Educational Technology Publications. Merrill, M. D. (1997). Instructional strategies that teach. CBT Solutions, Nov./Dec., 1-11. Merrill, M. D. (2000). Knowledge objects and mental models. In D. A. Wiley (Ed.). The Instructional Use of Learning Objects. Washington D.C.: Association for Educational Communications and Technology. On-line version at http://reusability.org/read. Nelson, L. M. (1999). Collaborative problem solving. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II) (pp.241-267). Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1999). Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1999). The elaboration theory: guidance for scope and sequence decisions. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II) (pp. 425-453). Mahwah, NJ: Lawrence Erlbaum Associates. Savery, J. & Duffy, T. (1995). Problem based learning: an instructional model and its constructivist framework. In B. G. Wilson (Ed.), Designing Constructivist Learning Environments (pp. 135- 148). Englewood Cliffs: Educational Technology Publications. Schank, R. C., Berman, t. r. & Macperson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 161-181). Mahwah, NJ: Lawrence Erlbaum Associates. Schwartz, D., Lin, X., Brophy, S., & Bransford, J. D. (1999). Toward the development of flexibly adaptive instructional designs. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 183-213). Mahwah, NJ: Lawrence Erlbaum Associates. Spiro, R. J. & Jehng, J. C. (1990). Cognitive flexibility and hypertext: theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, Education, and Multimedia (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates. Tennyson, R., Schott, F., Seel, N., & Dijkstra, S. (1997). Instructional design: International perspective— theory, research, and models. (Vol. 1). Mahwah, NJ: Lawrence Erlbaum Associates. Van Merriënboer, J. J. G. (1997). Training Complex Cognitive Skills. Englewood Cliffs: Educational Technology Publications. Van der Meij, H. & Carroll, J. M. (1998). Principles and heuristics
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