References
Abram, P., Scarloss, B., Holthuis N., Cohen, E., Lotan R., & Schultz, S. E. (2001). The use of evaluation criteria to improve academic discussion in cooperative groups. Asia Journal of Education, 22, 16–27.
American Association for the Advancement of Science. (1989). Science for All Americans: Project 2061. New York: Oxford University Press, 1989.
Achilles, C. M., & Hoover , S. P. (1996). Transforming administrative praxis: The potential of problem-based learning (PBL) as a school-improvement vehicle for middle & high schools. Annual Meeting of the American Educational Research Association, New York.
Albanese, M. A., & Mitchell, S. A. (1993). “Problem-based learning: A review of literature on its outcomes and implementation issues.” Academic Medicine, 68(1), 52–81. Amigues, R. (1988). Peer interaction in solving physics problems: Sociocognitive confrontation and metacognitive aspects. Journal of Experimental Child Psychology, 45(1), 141–158.
Barron, B. (2000a). Achieving coordination in collaborative problem-solving groups. Journal of the Learning Sciences, 9(4), 403–436.
Barron, B. (2000b). Problem solving in video-based microworlds: Collaborative and individual outcomes of high-achieving sixth-grade students. Journal of Educational Psychology, 92(2), 391–398.
Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., et al. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7(3–4), 271–311.
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In New Directions for Teaching and Learning, no. 68 (pp. 3–11). San Francisco: JosseyBass.
Bartscher, Gould, & Nutter, 1995. Increasing student motivation through project-based learning. Master’s research project, Saint Xavier and IRI Skylight. (ED 392549). Blumenfeld, P., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), 369–398.
Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex, and settings. Buckingham, UK: Open University Press. Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29, 41–62.
Bos, M. C. (1937). Experimental study of productive collaboration. Acta Psychologica, 3, 315–426.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council.
Cohen, E. G. (1994a). Designing groupwork: Strategies for heterogeneous classrooms, Revised edition. New York: Teachers College Press.
Cohen, E. G. (1994b). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.
Cohen, E. G., & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32(1), 99–120.
Cohen, E. G., & Lotan, R. A. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York: Teachers College Press.
Cohen, E. G., Lotan, R. A., Abram, P. L., Scarloss, B. A., & Schultz, S. E. (2002). Can groups learn? Teachers College Record, 104(6), 1045–1068.
Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (1999). Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 38(2), 80–86. Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Education outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237–248. Coleman, E. B. (1998). Using explanatory knowledge during collaborative problem solving in science. Journal of the Learning Sciences, 7(3–4), 387–427.
Cook, S. B., Scruggs, T. E., Mastropieri, M. A., & Castro, G. C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483–492.
Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students’ relationships with each other and with concepts. Cognition and Instruction, 22(4), 467–498. Darling-Hammond, L. & Hammerness, K. (2002). Toward a pedagogy of cases in teacher education. Teaching Education, 13(2), 125-135.
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533–568.
Edelson, D., Gordon, D., & Pea, R. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), 391–450.
Fortus, D., Dershimer, R. C., Marx, R. W., Krajcik, J., & Mamlok-Naaman, R. (2004). Design-based science (DBS) and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110.
Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36, 195–200.
Gertzman, A., & Kolodner, J. L. (1996, July). A case study of problem-based learning in middle-school science class: Lessons learned. In Proceedings of the Second Annual Conference on the Learning Sciences (pp. 91–98), Evanston/Chicago. Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98, 732–749. Good, T. L., & Brophy, J. E. (1986). Educational Psychology (3rd ed.). New York: Longman.
Hartley, S. S. (1977). A meta-analysis of effects of individually paced instruction in mathematics. Unpublished doctoral dissertation, University of Colorado at Boulder. Hatano & Ignaki. (1991). Sharing cognition through collective comprehension activity. In L. B. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331–348). Washington, DC: American Psychological Association.
Hmelo, C. E. (1998b). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of the Learning Sciences, 7(2), 173–208.
Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9(3), 247–298.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Johnson, D. W., & Johnson, R. T. (1981). Effects of cooperative and individualistic learning experiences on interethnic interaction. Journal of Educational Psychology, 73, 444–449.
Johnson & Johnson 1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
Johnson, D. W. Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.
Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47–62 (http://dx.doi. org/10.1037/0033-2909.89.1.47). King, A. (1990). Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Peer Questioning. American Educational Research Journal, 27(4), 664–687. Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredericks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313–350.
Marx, R. W., Blumenfeld, P. C., Krajcik, J, Blunk, M., Crawford, B., Kelly B., and Meyer, K. (1994). Enacting project-based science: Experiences of four middle grade teachers. Elementary School Journal, 94(5), 499–516.
Moore, A., Sherwood, R., Bateman, H., Bransford, J., & Goldman, S. (1996, April). Using problem-based learning to prepare for project-based learning. Paper presented at the annual meeting of the American Educational Research Association, New York. Newmann, F. M. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass. Newmann, F. M., Marks, H. M., & Gamoran, A. (1995). Authentic pedagogy: Standards that boost student performance. Issues in Restructuring Schools, 8, 1–4. Newstetter, W. (2000). Bringing design knowledge and learning together. In C. Eastman, W. Newstetter, & M. McCracken (Eds.), Design Knowing and Learning: Cognition in Design Education. New York: Elsevier Science Press.
O’Donnell, A. M. (2006). The role of peers and group learning. In P. Alexander & P. Winne (Eds.), Handbook of Educational Psychology (2nd ed.). Mahwah, NJ: Erlbaum. O’Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning. Cambridge, MA: Cambridge University Press.
Palincsar, A. S., & Herrenkohl, L. (1999). Designing collaborative contexts: Lessons from three research programs. In A. M. O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 151–177). Mahwah, NJ: Erlbaum.
Palincsar, A. S., & Herrenkohl, L. (2002). Designing collaborative learning contexts. Reading Teacher, 41(1), 26–32.
Peck, J. K, Peck W., Sentz, J., & Zasa, R. (1998). Students’ perceptions of literacy learning in a project-based curriculum. In E. G. Sturtevant, J. A. Dugan, P. Linder, & W. M. Linek (Eds.), Literacy and Community (pp. 94–100). Texas A&M University: College Reading Association.
Penuel, W. R., Means, B., & Simkins, M. B. (2000). The multimedia challenge. Educational Leadership, 58, 34–38.
Perkins, D. N. (1986). Knowledge as design. Hillsdale, NJ: Erlbaum.
Phelps, E., & Damon, W. (1989). Problem solving with equals: Peer collaboration as a context for learning mathematics and spatial concepts. Journal of Educational Psychology, 81(4), 639–646.
Puntambekar, S., & Kolodner, J. L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185–217.
Quin, Z., Johnson, D., & Johnson, R. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 129–143. Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240-257 (http://dx.doi. org/10.1037/0022-0663.95.2.240) Rosenfeld, M., & Rosenfeld, S. (1998). Understanding the “surprises” in PBL: An exploration into the learning styles of teachers and their students. Paper presented at the European Association for Research in Learning and Instruction (EARLI), Sweden. Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments. Englewood, NJ: Educational Technology Publications, pp. 135–148. Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into world 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory & classroom practice (pp.201–228). Cambridge, MA: MIT Press.
Schmidt, H. G., et al. (1996). The development of diagnostic competence: A comparison between a problem-based, an integrated, and a conventional medical curriculum. Academic Medicine, 71, 658–664. Schwartz, D. L. (1995). The emergence of abstract representations in dyad problem solving. Journal of the Learning Sciences, 4(3), 321–354.
Shirouzu, H., Miyake, N., & Masukawa, H. (2002). Cognitively active externalization for situated reflection. Cognitive Science, 26(4), 469–501.
Slavin, R. (1991, February). Synthesis of research on cooperative learning. Educational Leadership, 71–82.
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary educational psychology, 21(1), 43–69. Slavin, R., & Oickle, E. (1981). Effects of cooperative learning teams on student achievement and race relations: Treatment by race interactions. Sociology of education, 54(3), 174–180.
Stepien, W. J., Gallagher, S. A., & Workman, D. (1993). Problem-based learning for traditional and interdisciplinary classrooms. Journal for the Education of the Gifted Child, 16, 338–357.
Thomas, J. W. (2000). A review of project based learning. (Prepared for Autodesk Foundation).
Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7) 550–563.
Webb, N. M. (1985). Verbal interaction and learning in peer-directed groups. Theory into Practice, 24(1), 32–39.
Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of educational psychology, 87(3), 406–423.
White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40(4), 211–223.
Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. Journal of the Learning Sciences, 2(4), 367–427.
Williams, D. C., Hemstreet, S., Liu, M., & Smith, V. D. (1998). Examining how middle schools students use problem-based learning software. Proceedings of ED-MEDIA/ ED-Telecom 98 World Conference on Educational Multimedia and Hypermedia, Freiburg, Germany.