Constructivismul (filosofia educației) (Romanian Wikipedia)

Analysis of information sources in references of the Wikipedia article "Constructivismul (filosofia educației)" in Romanian language version.

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academia.edu

Eddy, Matthew Daniel (2004). „Fallible or Inerrant? A Belated review of the "Constructivist Bible"”. British Journal for the History of Science. 37: 93–8. doi:10.1017/s0007087403005338. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.

archive.org

Vygotsky, L. S.; Cole, Michael (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press. ISBN 978-0-674-57629-2.
Wood, David (1998). How Children Think and Learn. Understanding children's worlds (ed. 2nd). Oxford, UK: Blackwell. pp. 39. ISBN 978-0-631-20007-9.

archives-ouvertes.fr

telearn.archives-ouvertes.fr

Gerjets, P.; Scheiter, K.; Catrambone, R. (2004). „Designing instructional examples to reduce intrinsic cognitive load: molar versus modular presentation of solution procedures” (PDF). Instructional Science. 32 (1): 33–58. doi:10.1023/B:TRUC.0000021809.10236.71. Arhivat din original (PDF) la 27 februarie 2021. Accesat în 14 august 2021.

ascd.org

„John H. Holloway” (în engleză). ASCD. Accesat în 22 august 2023.

books.google.com

Archee, Ray; Hill Duin, DA (1995). The World Wide Web and Distance Education: Congergenece or Cacophony?. AUUG Conference Proceedings. AUUG, Inc. pp. 348–356. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.

cmu.edu

act-r.psy.cmu.edu

Anderson, John R.; Reder, Lynne M.; Simon, Herbert A. (1998). Applications and misapplications of cognitive psychology in mathematics education. Accesat în 4 februarie 2007.

constructivist.info

Nowak, Markus; Castellini, Claudio; Massironi, Carlo (2018). „Applying Radical Constructivism to machine learning: a pilot study in assistive robotics”. Constructivist Foundations. 13 (2): 250–262. Arhivat din original la 21 februarie 2019. Accesat în 20 februarie 2019.

doi.org

Bjorklund, David F. (1 noiembrie 2018). „A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited)”. Child Development (în engleză). 89 (6): 2288–2302. doi:10.1111/cdev.13019. PMID 29336015. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Brown, J.S.; Collins, A.; Duguid, P. (1989). „Situated cognition and the culture of learning”. Educational Researcher. 18 (1): 32–42. doi:10.3102/0013189x018001032. ^{[nefuncțională – arhivă]}
Eddy, Matthew Daniel (2004). „Fallible or Inerrant? A Belated review of the "Constructivist Bible"”. British Journal for the History of Science. 37: 93–8. doi:10.1017/s0007087403005338. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Prawat, Richard S.; Floden, Robert E. (1 ianuarie 1994). „Philosophical perspectives on constructivist views of learning”. Educational Psychologist. 29 (1): 37–48. doi:10.1207/s15326985ep2901_4. ISSN 0046-1520. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Rhodes, Lynn K.; Bellamy, G. Thomas (1 ianuarie 1999). „Choices and Consequences in the Renewal of Teacher Education”. Journal of Teacher Education. 50 (1): 17–26. doi:10.1177/002248719905000103. ISSN 0022-4871.
Di Vesta, Francis J. (1987). „The Cognitive Movement and Education”. Historical Foundations of Educational Psychology. Perspectives on Individual Differences. Boston: Springer. pp. 203–233. doi:10.1007/978-1-4899-3620-2_11. ISBN 978-1-4899-3622-6.
Meter, Peggy Van; Stevens, Robert J. (1 ianuarie 2000). „The Role of Theory in the Study of Peer Collaboration”. The Journal of Experimental Education. 69 (1): 113–127. doi:10.1080/00220970009600652. ISSN 0022-0973.
Ackerman, Phillip L. (1 martie 1996). „A theory of adult intellectual development: Process, personality, interests, and knowledge”. Intelligence. 22 (2): 227–257. doi:10.1016/S0160-2896(96)90016-1. ISSN 0160-2896.
Hsu, Liwei (2013). „English as a foreign language learners' perception of mobile assisted language learning: a cross-national study”. Computer Assisted Language Learning. Taylor & Francis online. 26 (3): 197–213. doi:10.1080/09588221.2011.649485.
Holt, Dan G.; Willard-Holt, Colleen (1 noiembrie 2000). „Let's Get Real™: Students Solving Authentic Corporate Problems”. Phi Delta Kappan. 82 (3): 243–246. doi:10.1177/003172170008200315. ISSN 0031-7217.
Savery, Lawson K. (1 iunie 1994). „The Influence of the Perceived Styles of Leadership on a Group of Workers on their Attitudes to Work”. Leadership & Organization Development Journal. 15 (4): 12–18. doi:10.1108/01437739410059863. ISSN 0143-7739.
Hmelo-Silver; Duncan; Chinn (2007). „Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)” (PDF). Educational Psychologist. 42 (2): 99–107. doi:10.1080/00461520701263368. Arhivat din original (PDF) la 23 decembrie 2010. Accesat în 27 decembrie 2007.
Guthrie; et al. (2004). „Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction” (PDF). Journal of Educational Psychology^⁠(d). 96 (3): 403–423. doi:10.1037/0022-0663.96.3.403. Arhivat din original (PDF) la 25 mai 2006. Accesat în 29 decembrie 2007.
Kim (2005). „The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-Concept, and Learning Strategies” (PDF). Asia Pacific Education Review. 6 (1): 7–19. doi:10.1007/bf03024963. Arhivat din original (PDF) la 6 martie 2009. Accesat în 16 decembrie 2007.
Matthews, Michael R. (1993). „Constructivism and science education: Some epistemological problems”. Journal of Science Education and Technology. Springer Science and Business Media LLC. 2 (1): 359–370. Bibcode:1993JSEdT...2..359M. doi:10.1007/bf00694598. ISSN 1059-0145. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Meyer, D. L. (2009). „The Poverty of Constructivism”. Educational Philosophy and Theory. 41 (3): 332–341. doi:10.1111/j.1469-5812.2008.00457.x.
Atkinson, R. K.; Derry, S. J.; Renkl, A.; Wortham, D. W. (2000). „Learning from examples: Instructional principles from the worked examples research”. Review of Educational Research. 70 (2): 181–214. doi:10.3102/00346543070002181.
Tarmizi, R. A.; Sweller, J. (1988). „Guidance during mathematical problem solving”. Journal of Educational Psychology. 80 (4): 424–436. doi:10.1037/0022-0663.80.4.424. Arhivat din original la 4 noiembrie 2020. Accesat în 14 august 2021.
Gerjets, P.; Scheiter, K.; Catrambone, R. (2004). „Designing instructional examples to reduce intrinsic cognitive load: molar versus modular presentation of solution procedures” (PDF). Instructional Science. 32 (1): 33–58. doi:10.1023/B:TRUC.0000021809.10236.71. Arhivat din original (PDF) la 27 februarie 2021. Accesat în 14 august 2021.
Sweller, J.; Cooper, G. A. (1985). „The use of worked examples as a substitute for problem solving in learning algebra”. Cognition and Instruction. 2 (1): 59–89. doi:10.1207/s1532690xci0201_3.
Renkl, A.; Atkinson, R. K.; Maier, U. H.; Staley, R. (2002). „From example study to problem solving: Smooth transitions help learning”. Journal of Experimental Education. 70 (4): 293–315. doi:10.1080/00220970209599510.
Hmelo-Silver, Cindy E.; Ravit Golan Duncan; Clark A. Chinn (2007). „Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)”. Educational Psychologist. 42 (2): 99–107. doi:10.1080/00461520701263368.
Paas, Fred G. (1992). „Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach”. Journal of Educational Psychology. 84 (4): 429–434. doi:10.1037/0022-0663.84.4.429. ISSN 1939-2176.
Moreno, Roxana; Mayer, Richard E. (1999). „Cognitive principles of multimedia learning: The role of modality and contiguity” (PDF). Journal of Educational Psychology. 91 (2): 358–368. doi:10.1037/0022-0663.91.2.358. ISSN 0022-0663. Arhivat din original (PDF) la 9 august 2017. Accesat în 13 februarie 2020.
Mousavi, Seyed Yaghoub; Low, Renae; Sweller, John (1995). „Reducing cognitive load by mixing auditory and visual presentation modes”. Journal of Educational Psychology. 87 (2): 319–334. doi:10.1037/0022-0663.87.2.319. ISSN 0022-0663.
Chandler, Paul; Sweller, John (iunie 1992). „The split-attention effect as a factor in the design of instruction”. British Journal of Educational Psychology. 62 (2): 233–246. doi:10.1111/j.2044-8279.1992.tb01017.x. ISSN 0007-0998.
Cooper, Graham; Sweller, John (1987). „Effects of schema acquisition and rule automation on mathematical problem-solving transfer”. Journal of Educational Psychology. 79 (4): 347–362. doi:10.1037/0022-0663.79.4.347. ISSN 0022-0663.
Jonassen, David H. (martie 1997). „Instructional design models for well-structured and III-structured problem-solving learning outcomes”. Educational Technology Research and Development. 45 (1): 65–94. doi:10.1007/BF02299613. ISSN 1042-1629.
von Glasersfeld, Ernst (1990). „Chapter 2: An Exposition of Constructivism: Why Some Like It Radical”. Journal for Research in Mathematics Education: Monograph. National Council of Teachers of Mathematics. 4: 19–29, 195–210. doi:10.2307/749910. ISSN 0883-9530. JSTOR 749910.
Younie, S.; Leask, M. (2001). „The European SchoolNet: An online community for European teachers? A valuable professional resource?”. Teacher Development. 5 (2): 157–172. doi:10.1080/13664530100200140. Arhivat din original la 15 august 2016. Accesat în 14 august 2021.
Sarkar, Advait (1 ianuarie 2016). Constructivist Design for Interactive Machine Learning. Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems. New York: ACM. pp. 1467–1475. doi:10.1145/2851581.2892547. ISBN 9781450340823.

ed.gov

eric.ed.gov

Kim (2005). „The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-Concept, and Learning Strategies” (PDF). Asia Pacific Education Review. 6 (1): 7–19. doi:10.1007/bf03024963. Arhivat din original (PDF) la 6 martie 2009. Accesat în 16 decembrie 2007.
Doğru; Kalender (2007). „Applying the Subject 'Cell' Through Constructivist Approach during Science Lessons and the Teacher's View” (PDF). Journal of Environmental & Science Education. 2 (1): 3–13. Arhivat din original (PDF) la 6 martie 2009. Accesat în 16 decembrie 2007.
Cobern, William (aprilie 1991). „Contextual Constructivism: The Impact of Culture on the Learning and Teaching of Science”. Theoretical Bases for Science Education Research.

files.eric.ed.gov

Von Glasersfeld, Ernst (1998). „Cognition, Construction of Knowledge, and Teaching” (PDF). Constructivism in Science Education. Springer, Dordrecht. pp. 11–30. ISBN 978-0-7923-4924-2. Accesat în 14 august 2021.
Liu, Charlotte Hua; Matthews, Robert (9 iulie 2005). „Vygotsky's Philosophy: Constructivism and Its Criticisms Examined” (PDF). International Education Journal. 6 (3): 386–99. ISSN 1443-1475. Format:ERIC. Arhivat din original (PDF) la 9 august 2021.

editlib.org

Younie, S.; Leask, M. (2001). „The European SchoolNet: An online community for European teachers? A valuable professional resource?”. Teacher Development. 5 (2): 157–172. doi:10.1080/13664530100200140. Arhivat din original la 15 august 2016. Accesat în 14 august 2021.

harvard.edu

adsabs.harvard.edu

Matthews, Michael R. (1993). „Constructivism and science education: Some epistemological problems”. Journal of Science Education and Technology. Springer Science and Business Media LLC. 2 (1): 359–370. Bibcode:1993JSEdT...2..359M. doi:10.1007/bf00694598. ISSN 1059-0145. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.

jstor.org

von Glasersfeld, Ernst (1990). „Chapter 2: An Exposition of Constructivism: Why Some Like It Radical”. Journal for Research in Mathematics Education: Monograph. National Council of Teachers of Mathematics. 4: 19–29, 195–210. doi:10.2307/749910. ISSN 0883-9530. JSTOR 749910.

msu.edu

connectedmath.msu.edu

„CMP2 Parent Website FAQ”. Arhivat din original la 22 iunie 2009. Accesat în 8 ianuarie 2009.

visuallearningresearch.wiki.educ.msu.edu

Moreno, Roxana; Mayer, Richard E. (1999). „Cognitive principles of multimedia learning: The role of modality and contiguity” (PDF). Journal of Educational Psychology. 91 (2): 358–368. doi:10.1037/0022-0663.91.2.358. ISSN 0022-0663. Arhivat din original (PDF) la 9 august 2017. Accesat în 13 februarie 2020.

nih.gov

ncbi.nlm.nih.gov

Bjorklund, David F. (1 noiembrie 2018). „A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited)”. Child Development (în engleză). 89 (6): 2288–2302. doi:10.1111/cdev.13019. PMID 29336015. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.

philpapers.org

Gash, H. (15 iulie 2014). „Constructing Constructivism”. Constructivist Foundations. 9 (3): 302–310.

researchgate.net

Prawat, Richard S.; Floden, Robert E. (1 ianuarie 1994). „Philosophical perspectives on constructivist views of learning”. Educational Psychologist. 29 (1): 37–48. doi:10.1207/s15326985ep2901_4. ISSN 0046-1520. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.

saylor.org

Seifert, Kelvin & Sutton, Rosemary. Educational Psychology: Second Edition Arhivat în 29 august 2017, la Wayback Machine.. Global Text Project, 2009, pp. 33–37.

schweitzer-online.de

content.schweitzer-online.de

Gamoran, Adam; Secada, Walter G.; Marrett, Cora B. (2000). „The Organizational Context of Teaching and Learning” (PDF). În Hallinan, M.T. Handbook of the Sociology of Education. Handbooks of Sociology and Social Research. Springer, Boston, MA. pp. 37–63. ISBN 978-0-387-32517-0. Arhivat din original (PDF) la 31 ianuarie 2018. Accesat în 14 august 2021.

sciencedirect.com

Sweller, J (2003). „Evolution of human cognitive architecture”. În Ross, Brian. Psychology of Learning and Motivation. San Diego: Academic Press. ISBN 978-0-12-543343-3. Accesat în 14 august 2021.

socwork.net

See Björn Kraus: The Life We Live and the Life We Experience: Introducing the Epistemological Difference between “Lifeworld” (Lebenswelt) and “Life Conditions” (Lebenslage) Social Work and Society. International Online Journal. Vol. 13, No. 2 2015, http://www.socwork.net/sws/article/view/438 Arhivat în 13 aprilie 2019, la Wayback Machine.; Björn Kraus: Plädoyer für den Relationalen Konstruktivismus und eine Relationale Soziale Arbeit. in Forum Sozial (2017) 1 pp. 29-35, http://www.ssoar.info/ssoar/handle/document/51948 Arhivat în 1 august 2020, la Wayback Machine.

ssoar.info

See Björn Kraus: The Life We Live and the Life We Experience: Introducing the Epistemological Difference between “Lifeworld” (Lebenswelt) and “Life Conditions” (Lebenslage) Social Work and Society. International Online Journal. Vol. 13, No. 2 2015, http://www.socwork.net/sws/article/view/438 Arhivat în 13 aprilie 2019, la Wayback Machine.; Björn Kraus: Plädoyer für den Relationalen Konstruktivismus und eine Relationale Soziale Arbeit. in Forum Sozial (2017) 1 pp. 29-35, http://www.ssoar.info/ssoar/handle/document/51948 Arhivat în 1 august 2020, la Wayback Machine.

taylorfrancis.com

api.taylorfrancis.com

Brown, J.S.; Collins, A.; Duguid, P. (1989). „Situated cognition and the culture of learning”. Educational Researcher. 18 (1): 32–42. doi:10.3102/0013189x018001032. ^{[nefuncțională – arhivă]}

tcd.ie

scss.tcd.ie

Holmes, Bryan; Tangney, Brendan; FitzGibbon, Ann; Savage, Tim; Mehan, Siobhan. „Communal Constructivism: Students constructing learning for as well as with others” (PDF). Trinity College. Arhivat din original (PDF) la 27 februarie 2021. Accesat în 14 august 2021.

umd.edu

cori.umd.edu

Guthrie; et al. (2004). „Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction” (PDF). Journal of Educational Psychology^⁠(d). 96 (3): 403–423. doi:10.1037/0022-0663.96.3.403. Arhivat din original (PDF) la 25 mai 2006. Accesat în 29 decembrie 2007.

unsw.edu.au

unsworks.unsw.edu.au

Tarmizi, R. A.; Sweller, J. (1988). „Guidance during mathematical problem solving”. Journal of Educational Psychology. 80 (4): 424–436. doi:10.1037/0022-0663.80.4.424. Arhivat din original la 4 noiembrie 2020. Accesat în 14 august 2021.

upenn.edu

marketing.wharton.upenn.edu

Raymond Hubbard; J. Scott Armstrong (2005). „Why We Don't Really Know What "Statistical Significance" Means: A Major Educational Failure*” (PDF). Arhivat din original (PDF) la 20 iunie 2010.

usc.edu

cogtech.usc.edu

Hmelo-Silver; Duncan; Chinn (2007). „Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)” (PDF). Educational Psychologist. 42 (2): 99–107. doi:10.1080/00461520701263368. Arhivat din original (PDF) la 23 decembrie 2010. Accesat în 27 decembrie 2007.

web.archive.org

Bjorklund, David F. (1 noiembrie 2018). „A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited)”. Child Development (în engleză). 89 (6): 2288–2302. doi:10.1111/cdev.13019. PMID 29336015. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Seifert, Kelvin & Sutton, Rosemary. Educational Psychology: Second Edition Arhivat în 29 august 2017, la Wayback Machine.. Global Text Project, 2009, pp. 33–37.
Brown, J.S.; Collins, A.; Duguid, P. (1989). „Situated cognition and the culture of learning”. Educational Researcher. 18 (1): 32–42. doi:10.3102/0013189x018001032. ^{[nefuncțională – arhivă]}
Eddy, Matthew Daniel (2004). „Fallible or Inerrant? A Belated review of the "Constructivist Bible"”. British Journal for the History of Science. 37: 93–8. doi:10.1017/s0007087403005338. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Prawat, Richard S.; Floden, Robert E. (1 ianuarie 1994). „Philosophical perspectives on constructivist views of learning”. Educational Psychologist. 29 (1): 37–48. doi:10.1207/s15326985ep2901_4. ISSN 0046-1520. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Gamoran, Adam; Secada, Walter G.; Marrett, Cora B. (2000). „The Organizational Context of Teaching and Learning” (PDF). În Hallinan, M.T. Handbook of the Sociology of Education. Handbooks of Sociology and Social Research. Springer, Boston, MA. pp. 37–63. ISBN 978-0-387-32517-0. Arhivat din original (PDF) la 31 ianuarie 2018. Accesat în 14 august 2021.
Archee, Ray; Hill Duin, DA (1995). The World Wide Web and Distance Education: Congergenece or Cacophony?. AUUG Conference Proceedings. AUUG, Inc. pp. 348–356. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Hmelo-Silver; Duncan; Chinn (2007). „Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)” (PDF). Educational Psychologist. 42 (2): 99–107. doi:10.1080/00461520701263368. Arhivat din original (PDF) la 23 decembrie 2010. Accesat în 27 decembrie 2007.
Guthrie; et al. (2004). „Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction” (PDF). Journal of Educational Psychology^⁠(d). 96 (3): 403–423. doi:10.1037/0022-0663.96.3.403. Arhivat din original (PDF) la 25 mai 2006. Accesat în 29 decembrie 2007.
Kim (2005). „The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-Concept, and Learning Strategies” (PDF). Asia Pacific Education Review. 6 (1): 7–19. doi:10.1007/bf03024963. Arhivat din original (PDF) la 6 martie 2009. Accesat în 16 decembrie 2007.
Doğru; Kalender (2007). „Applying the Subject 'Cell' Through Constructivist Approach during Science Lessons and the Teacher's View” (PDF). Journal of Environmental & Science Education. 2 (1): 3–13. Arhivat din original (PDF) la 6 martie 2009. Accesat în 16 decembrie 2007.
Liu, Charlotte Hua; Matthews, Robert (9 iulie 2005). „Vygotsky's Philosophy: Constructivism and Its Criticisms Examined” (PDF). International Education Journal. 6 (3): 386–99. ISSN 1443-1475. Format:ERIC. Arhivat din original (PDF) la 9 august 2021.
Matthews, Michael R. (1993). „Constructivism and science education: Some epistemological problems”. Journal of Science Education and Technology. Springer Science and Business Media LLC. 2 (1): 359–370. Bibcode:1993JSEdT...2..359M. doi:10.1007/bf00694598. ISSN 1059-0145. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Raymond Hubbard; J. Scott Armstrong (2005). „Why We Don't Really Know What "Statistical Significance" Means: A Major Educational Failure*” (PDF). Arhivat din original (PDF) la 20 iunie 2010.
Tarmizi, R. A.; Sweller, J. (1988). „Guidance during mathematical problem solving”. Journal of Educational Psychology. 80 (4): 424–436. doi:10.1037/0022-0663.80.4.424. Arhivat din original la 4 noiembrie 2020. Accesat în 14 august 2021.
Gerjets, P.; Scheiter, K.; Catrambone, R. (2004). „Designing instructional examples to reduce intrinsic cognitive load: molar versus modular presentation of solution procedures” (PDF). Instructional Science. 32 (1): 33–58. doi:10.1023/B:TRUC.0000021809.10236.71. Arhivat din original (PDF) la 27 februarie 2021. Accesat în 14 august 2021.
„CMP2 Parent Website FAQ”. Arhivat din original la 22 iunie 2009. Accesat în 8 ianuarie 2009.
Moreno, Roxana; Mayer, Richard E. (1999). „Cognitive principles of multimedia learning: The role of modality and contiguity” (PDF). Journal of Educational Psychology. 91 (2): 358–368. doi:10.1037/0022-0663.91.2.358. ISSN 0022-0663. Arhivat din original (PDF) la 9 august 2017. Accesat în 13 februarie 2020.
See Björn Kraus: The Life We Live and the Life We Experience: Introducing the Epistemological Difference between “Lifeworld” (Lebenswelt) and “Life Conditions” (Lebenslage) Social Work and Society. International Online Journal. Vol. 13, No. 2 2015, http://www.socwork.net/sws/article/view/438 Arhivat în 13 aprilie 2019, la Wayback Machine.; Björn Kraus: Plädoyer für den Relationalen Konstruktivismus und eine Relationale Soziale Arbeit. in Forum Sozial (2017) 1 pp. 29-35, http://www.ssoar.info/ssoar/handle/document/51948 Arhivat în 1 august 2020, la Wayback Machine.
Younie, S.; Leask, M. (2001). „The European SchoolNet: An online community for European teachers? A valuable professional resource?”. Teacher Development. 5 (2): 157–172. doi:10.1080/13664530100200140. Arhivat din original la 15 august 2016. Accesat în 14 august 2021.
Holmes, Bryan; Tangney, Brendan; FitzGibbon, Ann; Savage, Tim; Mehan, Siobhan. „Communal Constructivism: Students constructing learning for as well as with others” (PDF). Trinity College. Arhivat din original (PDF) la 27 februarie 2021. Accesat în 14 august 2021.
Nowak, Markus; Castellini, Claudio; Massironi, Carlo (2018). „Applying Radical Constructivism to machine learning: a pilot study in assistive robotics”. Constructivist Foundations. 13 (2): 250–262. Arhivat din original la 21 februarie 2019. Accesat în 20 februarie 2019.

wikidata.org

White, Fiona Ann; Hayes, Brett Kenneth; Livesey, David James (2016). Developmental Psychology: From Infancy to Adulthood (ed. 4th). Melbourne, Vic.: Pearson Australia^⁠(d). ISBN 9781486018277. OCLC 904034548.
Guthrie; et al. (2004). „Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction” (PDF). Journal of Educational Psychology^⁠(d). 96 (3): 403–423. doi:10.1037/0022-0663.96.3.403. Arhivat din original (PDF) la 25 mai 2006. Accesat în 29 decembrie 2007.

wiley.com

doi.wiley.com

Bjorklund, David F. (1 noiembrie 2018). „A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited)”. Child Development (în engleză). 89 (6): 2288–2302. doi:10.1111/cdev.13019. PMID 29336015. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.

worldcat.org

White, Fiona Ann; Hayes, Brett Kenneth; Livesey, David James (2016). Developmental Psychology: From Infancy to Adulthood (ed. 4th). Melbourne, Vic.: Pearson Australia^⁠(d). ISBN 9781486018277. OCLC 904034548.
Wertsch, James V. (1997). Vygotsky and the social formation of mind. Cambridge, Mass.: Harvard Univ. Press. OCLC 489891986.
Prawat, Richard S.; Floden, Robert E. (1 ianuarie 1994). „Philosophical perspectives on constructivist views of learning”. Educational Psychologist. 29 (1): 37–48. doi:10.1207/s15326985ep2901_4. ISSN 0046-1520. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Bauersfeld, H. (1995). „'Language games' in the mathematics classroom: Their function and their effects”. În Cobb, Paul; Bauersfeld. The emergence of mathematical meaning: interaction in classroom cultures. Hillsdale, N.J.: L. Erlbaum Associates. ISBN 0-8058-1728-X. OCLC 31436489.
Rhodes, Lynn K.; Bellamy, G. Thomas (1 ianuarie 1999). „Choices and Consequences in the Renewal of Teacher Education”. Journal of Teacher Education. 50 (1): 17–26. doi:10.1177/002248719905000103. ISSN 0022-4871.
Woolfolk, Anita (2010). Educational psychology (ed. 11th). Upper Saddle River, N.J.: Merrill. ISBN 978-0-13-714454-9. OCLC 268547518.
Meter, Peggy Van; Stevens, Robert J. (1 ianuarie 2000). „The Role of Theory in the Study of Peer Collaboration”. The Journal of Experimental Education. 69 (1): 113–127. doi:10.1080/00220970009600652. ISSN 0022-0973.
Ackerman, Phillip L. (1 martie 1996). „A theory of adult intellectual development: Process, personality, interests, and knowledge”. Intelligence. 22 (2): 227–257. doi:10.1016/S0160-2896(96)90016-1. ISSN 0160-2896.
Ernest, Paul (1991). The philosophy of mathematics education. London: Falmer Press. ISBN 0-203-22423-X. OCLC 52100009.
Holt, Dan G.; Willard-Holt, Colleen (1 noiembrie 2000). „Let's Get Real™: Students Solving Authentic Corporate Problems”. Phi Delta Kappan. 82 (3): 243–246. doi:10.1177/003172170008200315. ISSN 0031-7217.
Savery, Lawson K. (1 iunie 1994). „The Influence of the Perceived Styles of Leadership on a Group of Workers on their Attitudes to Work”. Leadership & Organization Development Journal. 15 (4): 12–18. doi:10.1108/01437739410059863. ISSN 0143-7739.
Derry, Sharon J. (2014). „A Fish Called Peer Learning: Searching for Common Themes”. În O'Donnell, Angela M.; King. Cognitive Perspectives on Peer Learning. Hoboken: Taylor and Francis. ISBN 978-1-4106-0371-5. OCLC 881162577.
Liu, Charlotte Hua; Matthews, Robert (9 iulie 2005). „Vygotsky's Philosophy: Constructivism and Its Criticisms Examined” (PDF). International Education Journal. 6 (3): 386–99. ISSN 1443-1475. Format:ERIC. Arhivat din original (PDF) la 9 august 2021.
Matthews, Michael R. (1993). „Constructivism and science education: Some epistemological problems”. Journal of Science Education and Technology. Springer Science and Business Media LLC. 2 (1): 359–370. Bibcode:1993JSEdT...2..359M. doi:10.1007/bf00694598. ISSN 1059-0145. Arhivat din original la 14 august 2021. Accesat în 14 august 2021.
Slezak, Peter (2010). „Radical Constructivism: Epistemology, Education and Dynamite”. Constructivist Foundations. 6 (1). ISSN 1782-348X.
Paas, Fred G. (1992). „Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach”. Journal of Educational Psychology. 84 (4): 429–434. doi:10.1037/0022-0663.84.4.429. ISSN 1939-2176.
Moreno, Roxana; Mayer, Richard E. (1999). „Cognitive principles of multimedia learning: The role of modality and contiguity” (PDF). Journal of Educational Psychology. 91 (2): 358–368. doi:10.1037/0022-0663.91.2.358. ISSN 0022-0663. Arhivat din original (PDF) la 9 august 2017. Accesat în 13 februarie 2020.
Mousavi, Seyed Yaghoub; Low, Renae; Sweller, John (1995). „Reducing cognitive load by mixing auditory and visual presentation modes”. Journal of Educational Psychology. 87 (2): 319–334. doi:10.1037/0022-0663.87.2.319. ISSN 0022-0663.
Chandler, Paul; Sweller, John (iunie 1992). „The split-attention effect as a factor in the design of instruction”. British Journal of Educational Psychology. 62 (2): 233–246. doi:10.1111/j.2044-8279.1992.tb01017.x. ISSN 0007-0998.
Cooper, Graham; Sweller, John (1987). „Effects of schema acquisition and rule automation on mathematical problem-solving transfer”. Journal of Educational Psychology. 79 (4): 347–362. doi:10.1037/0022-0663.79.4.347. ISSN 0022-0663.
Jonassen, David H. (martie 1997). „Instructional design models for well-structured and III-structured problem-solving learning outcomes”. Educational Technology Research and Development. 45 (1): 65–94. doi:10.1007/BF02299613. ISSN 1042-1629.
von Glasersfeld, Ernst (1995). Radical Constructivism: A Way of Knowing and Learning. Studies in Mathematics Education Series, no. 6. London: Falmer Press. ISBN 0-7507-0387-3. OCLC 52130078. Format:ERIC.
von Glasersfeld, Ernst (1990). „Chapter 2: An Exposition of Constructivism: Why Some Like It Radical”. Journal for Research in Mathematics Education: Monograph. National Council of Teachers of Mathematics. 4: 19–29, 195–210. doi:10.2307/749910. ISSN 0883-9530. JSTOR 749910.