Anderson, John R., C. Franklin Boyle, and Brian J. Reiser. 1985. ‘Intelligent Tutoring Systems’, Intelligent Tutoring Systems, 228.4698, pp. 456–62, doi:10.1126/science.228.4698.456
Azevedo, Roger, and Allyson F. Hadwin. 2005. ‘Scaffolding Self-Regulated Learning and Metacognition – Implications for the Design of Computer-Based Scaffolds’, Instructional Science, 33.5–6, pp. 367–79, doi:10.1007/s11251-005-1272-9
Bruckman, Amy. 2000. ‘Situated Support for Learning: Storm’s Weekend With Rachael’, Journal of the Learning Sciences, 9.3, pp. 329–72, doi:10.1207/S15327809JLS0903_4
Cohen, D. K. 1990. ‘A Revolution in One Classroom: The Case of Mrs. Oublier’, Educational Evaluation and Policy Analysis, 12.3, pp. 311–29, doi:10.3102/01623737012003311
Crowley, Kevin, and others. 2001a. ‘Shared Scientific Thinking in Everyday Parent-Child Activity’, Science Education, 85.6, pp. 712–32, doi:10.1002/sce.1035
——, and others. 2001b. ‘Shared Scientific Thinking in Everyday Parent-Child Activity’, Science Education, 85.6, pp. 712–32, doi:10.1002/sce.1035
Davis, Pryce, and others. 2015. ‘"Whoa! We’re Going Deep in the Trees!”: Patterns of Collaboration around an Interactive Information Visualization Exhibit’, International Journal of Computer-Supported Collaborative Learning, 10.1, pp. 53–76, doi:10.1007/s11412-015-9209-z
Delpit, Lisa D. 1988. ‘The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.’, Harvard Educational Review, 58.3, pp. 280–98 <https://search.proquest.com/docview/212264098?accountid=8018>
diSessa, Andrea A., and Bruce L. Sherin. 2006. ‘What Changes in Conceptual Change?’, International Journal of Science Education, 20.10, pp. 1155–91, doi:doi.org/10.1080/0950069980201002
Easterday, Matthew Wayne, Daniel G. Rees Lewis, and Elizabeth M. Gerber. 2016. ‘The Logic of the Theoretical and Practical Products of Design Research’, Australasian Journal of Educational Technology, published online 11 July, doi:10.14742/ajet.2464
Edelson, Daniel C. 2001. ‘Learning-for-Use: A Framework for the Design of Technology-Supported Inquiry Activities’, Journal of Research in Science Teaching, 38.3, pp. 355–85
Georghiades, Petros. 2004. ‘From the General to the Situated: Three Decades of Metacognition’, International Journal of Science Education, 26.3, pp. 365–83, doi:10.1080/0950069032000119401
Greeno, James G., and Shelley V. Goldman. 1998. ‘Chapter 7, Cultivating Conceptual Change with Benchmark Lessons’, in Thinking Practices in Mathematics and Science Learning (Lawrence Erlbaum Associates), pp. 155–88 <https://ebookcentral.proquest.com/lib/nottingham/reader.action?docID=1166478&ppg=166>
Henning, John E., and others. 2008. ‘Designing Discussions: Four Ways to Open Up a Dialogue’, The Social Studies, 99.3, pp. 122–26, doi:10.3200/TSSS.99.3.122-126
Herrenkohl, Leslie Rupert, and others. 1999. ‘Developing Scientific Communities in Classrooms: A Sociocognitive Approach’, Journal of the Learning Sciences, 8.3–4, pp. 451–93, doi:10.1080/10508406.1999.9672076
Hu-Pei Au, Kathryn. 1980. ‘Participation Structures in a Reading Lesson with Hawaiian Children: Analysis of a Culturally Appropriate Instructional Event’, Anthropology & Education Quarterly, 11.2, pp. 91–115 <http://www.jstor.org/stable/3216582>
Lee, Carol D. 2001. ‘Is October Brown Chinese? A Cultural Modeling Activity System for Underachieving Students’, American Educational Research Journal, 38.1, pp. 97–141, doi:10.3102/00028312038001097
Lee, Carol D. 2003. ‘Toward A Framework for Culturally Responsive Design in Multimedia Computer Environments: Cultural Modeling as a Case’, Mind, Culture, and Activity, 10.1, pp. 42–61, doi:10.1207/S15327884MCA1001_05
Lehrer, Richard, and Lee Shumow. 1997. ‘Aligning the Construction Zones of Parents and Teachers for Mathematics Reform.’, Cognition and Instruction, 15.1, pp. 41–83 <http://www.jstor.org/stable/3233755>
Lepper, Mark R. 1988. ‘Motivational Considerations in the Study of Instruction’, Cognition and Instruction, 5.4, pp. 289–309, doi:10.1207/s1532690xci0504_3
Loewenberg Ball, Deborah, and Sharon Feiman-Nemser. 1988. ‘Using Textbooks and Teachers’ Guides: A Dilemma for Beginning Teachers and Teacher Educators.’, Curriculum Inquiry, 18.4, pp. 401–23 <http://www.jstor.org/stable/1179386>
L.S. Vygotskiĭ. 1978. ‘Chapter 6, Interaction between Learning and Development’, in Mind in Society: The Development of Higher Psychological Processes (Harvard University Press), pp. 79–91 <https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3301299>
Miller, George A. 2003. ‘The Cognitive Revolution: A Historical Perspective’, Trends in Cognitive Sciences, 7.3, pp. 141–44, doi:10.1016/S1364-6613(03)00029-9
Moore, J. 2011. ‘Behaviorism’, The Psychological Record, 61.3, pp. 449–63, doi:10.1007/BF03395771
Norman, Donald A. 1980. ‘Twelve Issues for Cognitive Science’, Cognitive Science, 4.1, pp. 1–32, doi:10.1207/s15516709cog0401_1
——. 2013. ‘Chapter 1, The Psychopathology of Everyday Things’, in The Design of Everyday Things, Rev. and expanded ed (MIT Press), pp. 1–36 <https://contentstore.cla.co.uk/secure/link?id=36a46993-9b82-e711-80cb-005056af4099>
‘On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin’. n.d. On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin <http://www.tandfonline.com/doi/full/10.1080/09500693.2015.1025248>
Palincsar, Annemarie Sullivan, and Leslie Rupert Herrenkohl. 2002a. ‘Designing Collaborative Learning Contexts’, Theory Into Practice, 41.1, pp. 26–32, doi:10.1207/s15430421tip4101_5
——, and Leslie Rupert Herrenkohl. 2002b. ‘Designing Collaborative Learning Contexts’, Theory Into Practice, 41.1, pp. 26–32, doi:10.1207/s15430421tip4101_5
Papleontiou-louca, Eleonora. 2003. ‘The Concept and Instruction of Metacognition’, Teacher Development, 7.1, pp. 9–30, doi:10.1080/13664530300200184
Patten, James van, Chun-I. Chao, and Charles M. Reigeluth. 1986. ‘A Review of Strategies for Sequencing and Synthesizing Instruction.’, Review of Educational Research, 56.4, pp. 437–71 <http://www.jstor.org/stable/1170341>
Quintana, Chris, Meilan Zhang, and Joseph Krajcik. 2005. ‘A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding’, Educational Psychologist, 40.4, pp. 235–44, doi:10.1207/s15326985ep4004_5
Rosebery, Ann S., Beth Warren, and Faith R. Conant. 1992. ‘Appropriating Scientific Discourse: Findings From Language Minority Classrooms’, Journal of the Learning Sciences, 2.1, pp. 61–94, doi:10.1207/s15327809jls0201_2
Sawyer, R. Keith. 2014. The Cambridge Handbook of the Learning Sciences, 2nd ed (Cambridge University Press), Cambridge handbooks in psychology <https://doi.org/10.1017/CBO9781139519526>
Sherin, Bruce, Brian J. Reiser, and Daniel Edelson. 2004. ‘Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts’, Journal of the Learning Sciences, 13.3, pp. 387–421, doi:10.1207/s15327809jls1303_5
Smith, Brian K., and others. 2006. ‘Facilitating Narrative Medical Discussions of Type 1 Diabetes with Computer Visualizations and Photography’, Patient Education and Counseling, 64.1–3, pp. 313–21, doi:10.1016/j.pec.2006.03.011
Smith III, John P., Andrea A. diSessa, and Jeremy Roschelle. 1994. ‘Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition’, Journal of the Learning Sciences, 3.2, pp. 115–63, doi:10.1207/s15327809jls0302_1