Representational guidance for collaborative inquiry.

By Dan Suthers. 2003

156 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/42171a7f434a1429633eb4d7bdf12dbe61be58e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Paul A. Kirschner
2. John Sweller
3. Femke C. Kirschner
4. Jimmy Zambrano Ramírez
5. Frank Fischer
6. Armin Weinberger
7. Jonathan Osborne
8. Christa S. C. Asterhan

In Experimental and Cognitive Psychology

1. Femke C. Kirschner
2. John Sweller
3. Paul A. Kirschner
4. Jimmy Zambrano Ramírez
5. Fred Paas
6. J. V. van Merriënboer
7. Frank Fischer
8. Baruch B. Schwarz

In Safety Research

1. Baruch B. Schwarz
2. Christa S. C. Asterhan
3. Jonathan Osborne
4. Christine Chin

Citations in the corpus

• Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…focused on the provision of argument representation tools, such as diagrams, tables, or vee-diagrams, that require students to write their claims, counterarguments, warrants, and justifications (Nussbaum, 2008; Schwarz et al., 2003; Suthers, 2003; van Amelsvoort, Andriessen, & Kanselaar, 2007).”
• Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Suthers (2003) demonstrated that such tools help to initiate negotiations of meaning through shared representation, serve as proxies for the purpose of gestural deixis, and provide a foundation for implicitly shared awareness.”
• Toward an Understanding of How Threads Die in Asynchronous Computer Conferences (2005, unknown): “…2000;Hoadley&Linn,2000;O’Neill&Gomez,1994;Scardamalia,Bereiter, McLean,Swallow,&Woodruff,1989),discussionvisualizationtools(e.g., Reyes&Tchounikine,2003;Suthers,2003),andfacilitiesthatallowlearnersto arrangediscourseelementsindifferentconfigurations(e.g.,Scardamalia,2003; Stahl,1999).”
• Epistemic and social scripts in computer–supported collaborative learning (2005, background): “Relevant concepts are made salient and may receive more elaboration by learners (Suthers, 2003).”
• From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, background): “Many researchers of CSCL have emphasised the use of learning in groups for all three types of tasks/problems (Baghaei et al. 2007; Le et al. 2013; Scheuer et al. 2010; Strijbos, Kirschner, & Martens, 2003; Suthers 2003).”