Instructional sequences in science teaching
Considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction
Bibliographic Data
| ID | 21490686 |
|---|---|
| Authors | Zhang Lin (0000-0002-8421-879X, Providence College, corresponding author), John Sweller (0000-0001-7855-9160, UNSW Sydney) |
| Year | 2024 |
| Volume | 39 |
| Issue | 4 |
| Pages | 3791-3801 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-024-00799-5 |
| OpenAlex | W4391256007 |
| Language | EN |
| Citations received | 4 |
| References cited | 26 |
Educational psychology · Instructional design · Interactivity · Mathematics education · Multimedia · Pedagogy · Teaching method · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes
Cognitive Architecture and Instructional Design
Inventing to Prepare for Future Learning
The Expertise Reversal Effect
Let's talk evidence – The case for combining inquiry-based and direct instruction
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Designing for Productive Failure
Productive Failure
Why Minimal Guidance During Instruction Does Not Work
Teaching and learning floating and sinking
An alternative time for telling
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |