Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction-Reference-Cited by-同舟云学术

Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction

Published:2024-01-26 Issue: Volume: Page:
ISSN:0256-2928
Container-title:European Journal of Psychology of Education
language:en
Short-container-title:Eur J Psychol Educ

Author:

Zhang Lin^ORCID,Sweller John

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10212-024-00799-5.pdf

Reference28 articles.

1. Ashman, G., Kalyuga, S., & Sweller, J. (2020). Problem-solving or explicit instruction: Which should go first when element interactivity is high? Educational Psychology Review, 32, 229–247. https://doi.org/10.1007/s10648-019-09500-5

2. Chen, O., Kalyuga, S., & Sweller, J. (2015). The worked example effect, the generation effect, and element interactivity. Journal of Educational Psychology, 107(3), 689–704.

3. Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29, 393–405.

4. Chen, O., Paas, F., & Sweller, J. (2023). A cognitive load theory approach to defining and measuring task complexity through element interactivity. Educational Psychology Review, 35, 63. https://doi.org/10.1007/s10648-023-09782-w

5. De Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s talk evidence – the case for combining inquiry-based and direct instruction. Educational Research Review, 39, 1–14.

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