págs. 1-26
págs. 27-44
Peer interaction in solving a binary matrix problem: possible mechanisms causing individual progress
págs. 45-56
págs. 57-75
Adult-child and peer relationship: action, representation, and learning process
págs. 75-94
págs. 95-112
págs. 113-126
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págs. 147-160
The objective and subjective structure of problem- solving abilities: metacognitive awareness from early adolescence to middle age
págs. 161-180
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págs. 197-218
Learning: Fitting the world model to the task. Can we learn every world model for every task "by doing"?
págs. 219-230
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A conceptual overview on "Soumo": an intelligent learning envioronment in the physical domain of superposition of motions
Heinz Mandl, Jürgen Bollwahn, Aemilian Hron, Sigmar-Olaf Tergan
págs. 339-348
págs. 349-366
págs. 367-386
Numbers and space: A study of the acquisition of cartesian representations using educational software
págs. 387-400
Girls, boys, and turtles: gender effects in young children learning with LOGO
págs. 401-410
LOGO: an aid to pupils' thinking and learning in mathematics?
págs. 411-428
págs. 429-442
Perspectives for research in science teaching: using the computer as laboratoy partner
págs. 443-460
Individual differences in learning peformance and in school achievement: plausible parallels and unexplained discrepancies
págs. 461-480
págs. 481-496
págs. 497-516
Motivation by cognitive controversy: a challenge to cooperate for every learner?
págs. 517-532
Motivation to be educated: Sense of obligation in the classroom
págs. 533-547
págs. 547-560
Cognitive science and instruction: why the revolution is not here (yet)
págs. 561-600
págs. 601-616
págs. 617-632
págs. 633-644
How can we generate stable, consistent, and generalizable results in the field of research on teaching?: Theorical considerations and practical tests
págs. 645-662
Reasearch on learning and instruction: trends and problems in Czechoslowakia and the Soviet Union
págs. 663-678
págs. 679-690
págs. 691-695
When teaching kills learning: research on mathemathantics
págs. 1-22
págs. 23-46
págs. 47-66
págs. 67-84
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págs. 95-112
Teachers' questions: some differences between experienced and novice teachers
págs. 113-128
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págs. 153-172
The professional ethics of teachers as a result of a developmental process: conditions and consequences
págs. 173-180
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págs. 199-214
Thinking out loud about concepts in science text: how instructional objectives work
págs. 215-224
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pág. 341
Micro-and macrostructural planning and control in production: Approaches to the storytelling situation
págs. 357-366
págs. 367-384
Testing the Bereiter model of writing: cognitive and communicative aspects of diary- writing during adolescence
págs. 385-398
págs. 399-414
págs. 415-430
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págs. 445-461
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From text to situation to equation: cognitive simulation of understanding and solving mathematical word problems
págs. 477-498
Deductive reasoning in geometry: search strategies and surface features
págs. 499-522
págs. 523-536
Mediationg processes between children' s self-concept of ability and mathematical achievement: A longitudinal study
págs. 537-550
págs. 551-566
Sciences students' conceptions: themes and variations
págs. 567-588
págs. 589-604
A cross cultural investigation of children's conceptions about the earth, the sun, and the moon: Greek and American data
págs. 605-630
Learning and teaching at middle school level of concepts and phenomena in physics: the case of temperature
págs. 631-648
Children' s reasoning about biological structures
Silvia Caravita, Francesco Tonucci, Giuliana Giuliani, Vito Consoli, Graziella Rrusca
págs. 649-670
págs. 671-682
págs. 683-688
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