Anderson, John R., C. Franklin Boyle, and Brian J. Reiser. 1985. ‘Intelligent Tutoring Systems’, Intelligent Tutoring Systems, 228.4698: 456–62 <https://doi.org/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: 367–79 <https://doi.org/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: 329–72 <https://doi.org/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: 311–29 <https://doi.org/10.3102/01623737012003311>
Crowley, Kevin, Maureen A. Callanan, Jennifer L. Jipson, Jodi Galco, Karen Topping, and others. 2001a. ‘Shared Scientific Thinking in Everyday Parent-Child Activity’, Science Education, 85.6: 712–32 <https://doi.org/10.1002/sce.1035>
———. 2001b. ‘Shared Scientific Thinking in Everyday Parent-Child Activity’, Science Education, 85.6: 712–32 <https://doi.org/10.1002/sce.1035>
Davis, Pryce, Michael Horn, Florian Block, Brenda Phillips, E. Margaret Evans, 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: 53–76 <https://doi.org/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: 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: 1155–91 <https://doi.org/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 <https://doi.org/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: 355–85
Georghiades, Petros. 2004. ‘From the General to the Situated: Three Decades of Metacognition’, International Journal of Science Education, 26.3: 365–83 <https://doi.org/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 (Mahwah, N.J.: Lawrence Erlbaum Associates), pp. 155–88 <https://ebookcentral.proquest.com/lib/nottingham/reader.action?docID=1166478&ppg=166>
Henning, John E., Lynn E. Nielsen, Maria C. Henning, and Eric Uwe Schulz. 2008. ‘Designing Discussions: Four Ways to Open Up a Dialogue’, The Social Studies, 99.3: 122–26 <https://doi.org/10.3200/TSSS.99.3.122-126>
Herrenkohl, Leslie Rupert, Annemarie Sullivan Palincsar, Lezlie Salvatore DeWater, and Keiko Kawasaki. 1999. ‘Developing Scientific Communities in Classrooms: A Sociocognitive Approach’, Journal of the Learning Sciences, 8.3–4: 451–93 <https://doi.org/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: 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: 97–141 <https://doi.org/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: 42–61 <https://doi.org/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: 41–83 <http://www.jstor.org/stable/3233755>
Lepper, Mark R. 1988. ‘Motivational Considerations in the Study of Instruction’, Cognition and Instruction, 5.4: 289–309 <https://doi.org/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: 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 (Cambridge, Mass: 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: 141–44 <https://doi.org/10.1016/S1364-6613(03)00029-9>
Moore, J. 2011. ‘Behaviorism’, The Psychological Record, 61.3: 449–63 <https://doi.org/10.1007/BF03395771>
Norman, Donald A. 1980. ‘Twelve Issues for Cognitive Science’, Cognitive Science, 4.1: 1–32 <https://doi.org/10.1207/s15516709cog0401_1>
———. 2013. ‘Chapter 1, The Psychopathology of Everyday Things’, in The Design of Everyday Things, Rev. and expanded ed (Cambridge, Mass: 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: 26–32 <https://doi.org/10.1207/s15430421tip4101_5>
———. 2002b. ‘Designing Collaborative Learning Contexts’, Theory Into Practice, 41.1: 26–32 <https://doi.org/10.1207/s15430421tip4101_5>
Papleontiou-louca, Eleonora. 2003. ‘The Concept and Instruction of Metacognition’, Teacher Development, 7.1: 9–30 <https://doi.org/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: 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: 235–44 <https://doi.org/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: 61–94 <https://doi.org/10.1207/s15327809jls0201_2>
Sawyer, R. Keith. 2014. The Cambridge Handbook of the Learning Sciences, 2nd ed (New York: Cambridge University Press) <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: 387–421 <https://doi.org/10.1207/s15327809jls1303_5>
Smith, Brian K., Jeana Frost, Meltem Albayrak, and Rajneesh Sudhakar. 2006. ‘Facilitating Narrative Medical Discussions of Type 1 Diabetes with Computer Visualizations and Photography’, Patient Education and Counseling, 64.1–3: 313–21 <https://doi.org/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: 115–63 <https://doi.org/10.1207/s15327809jls0302_1>
