Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning

By Katharina Loibl, Ido Roll, Nikol Rummel. 2017

244 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/795faf43a33b57ebbeb6131d5ec72a155d17cb43

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. Julian Roelle
2. Inga Glogger-Frey
3. Julia Waldeyer
4. Matthias Nückles
5. Alexander Renkl
6. John Sweller
7. Tamara van Gog
8. Fred Paas

In Education

1. Julian Roelle
2. Matthias Nückles
3. Julia Waldeyer
4. Inga Glogger-Frey
5. Alexander Renkl
6. Fred Paas
7. Tamara van Gog
8. Roxana Moreno

In Experimental and Cognitive Psychology

1. Julian Roelle
2. Julia Waldeyer
3. Inga Glogger-Frey
4. Matthias Nückles
5. Alexander Renkl
6. Fred Paas
7. John Sweller
8. Tamara van Gog

Citations in the corpus

• The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, background): “As a consequence, they invested more effort in subsequent organization (and elaboration) processes (see the preparation-to-learn effect of knowledge gap experiences, Glogger-Frey et al. 2015; Loibl et al. 2017).”