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Kern, C. L., & Crippen, K. J. (2017). The Effect of Scaffolding Strategies for Inscriptions and Argumentation in a Science Cyberlearning Environment. Journal of Science Education and Technology, 26(1), 33-43. doi:10.1007/s10956-016-9649-x

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Required Readings

The following list of references are those that I consider to be critical in the development of my thinking concerning teaching and learning. This list represents a starting point for any Crippen mentored graduate student.

Papers

Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2007). Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

Schwartz, M. A. (2008). The importance of Stupidity in Scientific Research. Journal of Cell Science, 121, 1771.

Karpicke, J. D., & Roediger, H. L. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966 - 968.

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.

Jonassen, D. H. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35(3), 362-381.

Jonassen, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.

Interactive, Compensatory Model of Learning, Gregory Schraw, David Brooks & Kent Crippen

Helping Students Self-Regulate in Math and Sciences Courses: Improving the Will and the Skill, Gregory Schraw & David Brooks

Providing Feedback in Computer-based Instruction: What the Research Tells Us, Mason, B. J. & Bruning, R.

Performance Related Feedback: The Hallmark of Good Instruction (P-RFeedback-4REFs.pdf), David Brooks, Gregory Schraw & Kent Crippen

Research into Cognitive Load Theory and Instructional Design at UNSW, Graham Cooper

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Pyschological Review, 63, 81-97.

Ross, P. E. (2006). The expert mind. Scientific American (August).

Books & Essays

Genius: A Modern View, David Brooks, NYTimes Op-Ed

The Cognitive Style of PowerPoint, Edward Tufte

Envisioning Information, Edward Tufte

Linn, M. C., Bell, P., & Davis, E. A. (2005). Internet environments for science education: Lawrence Erlbaum.

Jonassen, D. H. (2006). Modeling with technology: Mindtools for conceptual change (3rd. ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Changing Minds: Computers, Learning, & Literacy, Andrea A. diSessa

Mindstorms: Children, Computers and Powerful Ideas, Seymour Papert

The Scientist in the Crib, Alison Gopnik, Andrew N. Meltzoff, Patricia K. Kuhl

Rethinking Innateness, Jeffrey L. Elman, Elizabeth A. Bates, Mark H. Johnson, Karmiloff-sm

Things That Make Us Smart, Donald A. Norman

van Merrienboer, J. J. G., & Pirschner, P. A. (2007). Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design: Erlbaum.

The Design of Everyday Things, Donald A. Norman

How People Learn: Brain, Mind, Experience, and School, National Academy Press

How People Learn: Bridging Research and Practice, National Academy Press

Knowing What Students Know: The Science and Design of Educational Assessment, National Academy Press

Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, John Creswell

Research & Technical Reports

Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say. Arlington, VA: SRI International.

Projects

Brain Imaging (fMRI) of Higher Level Cognitive Processes, Carnegie Mellon University

TPCK Wiki, Michigan State University

Multimedia

Human Cognition Luis von Ahn, Carnegie Mellon University

Sarah Lewis, Embrace the Near Win

How to Write a Great Research Paper, Simon Peyton Jones, Microsoft