Dan Schwartz
Dan Schwartz
Verifierad e-postadress på stanford.edu - Startsida
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Chapter 3: Rethinking transfer: A simple proposal with multiple implications
JD Bransford, DL Schwartz
Review of research in education 24 (1), 61-100, 1999
Doing with understanding: Lessons from research on problem-and project-based learning
BJS Barron, DL Schwartz, NJ Vye, A Moore, A Petrosino, L Zech, ...
Journal of the learning sciences 7 (3-4), 271-311, 1998
A time for telling
DL Schwartz, JD Bransford
Cognition and instruction 16 (4), 475-5223, 1998
Efficiency and innovation in transfer
DL Schwartz, JD Bransford, D Sears
Transfer of learning from a modern multidisciplinary perspective 3, 1-51, 2005
Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction
DL Schwartz, T Martin
Cognition and instruction 22 (2), 129-184, 2004
Give your ideas some legs: the positive effect of walking on creative thinking.
M Oppezzo, DL Schwartz
Journal of experimental psychology: learning, memory, and cognition 40 (4), 1142, 2014
The emergence of abstract representations in dyad problem solving
DL Schwartz
The journal of the learning sciences 4 (3), 321-354, 1995
Toward the development of flexibly adaptive instructional designs
DL Schwartz, X Lin, S Brophy, JD Bransford
Instructional-design theories and models: A new paradigm of instructional …, 1999
Learning by teaching: A new agent paradigm for educational software
G Biswas, K Leelawong, D Schwartz, N Vye, ...
Applied Artificial Intelligence 19 (3-4), 363-392, 2005
Learning theories and education: Toward a decade of synergy.
J Bransford, R Stevens, D Schwartz, A Meltzoff, R Pea, J Roschelle, N Vye, ...
Lawrence Erlbaum Associates Publishers, 2006
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
DL Schwartz, CC Chase, MA Oppezzo, DB Chin
Journal of educational psychology 103 (4), 759, 2011
Shuttling between depictive models and abstract rules: Induction and fallback
DL Schwartz, JB Black
Cognitive science 20 (4), 457-497, 1996
Physically distributed learning: Adapting and reinterpreting physical environments in the development of fraction concepts
T Martin, DL Schwartz
Cognitive science 29 (4), 587-625, 2005
Parallel prototyping leads to better design results, more divergence, and increased self-efficacy
SP Dow, A Glassco, J Kass, M Schwarz, DL Schwartz, SR Klemmer
ACM Transactions on Computer-Human Interaction (TOCHI) 17 (4), 1-24, 2010
Toward teachers’ adaptive metacognition
X Lin, DL Schwartz, G Hatano
Educational psychologist, 245-255, 2018
Teachable agents and the protégé effect: Increasing the effort towards learning
CC Chase, DB Chin, MA Oppezzo, DL Schwartz
Journal of science education and technology 18 (4), 334-352, 2009
Scientific and pragmatic challenges for bridging education and neuroscience
S Varma, BD McCandliss, DL Schwartz
Educational researcher 37 (3), 140-152, 2008
Software for managing complex learning: Examples from an educational psychology course
DL Schwartz, S Brophy, X Lin, JD Bransford
Educational Technology Research and Development 47 (2), 39-59, 1999
Foundations and opportunities for an interdisciplinary science of learning
J Bransford, B Barron, RD Pea, A Meltzoff, P Kuhl, P Bell, R Stevens, ...
The Cambridge handbook of the learning sciences, 39-77, 2005
SMART environments that support monitoring, reflection, and revision
DJ Hacker, J Dunlosky, AC Graesser
Metacognition in educational theory and practice, 319-360, 1998
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