1.
Moore J. Behaviorism. The Psychological Record. 2011 July;61(3):449–63.
    
  
    2.
Smith III JP, diSessa AA, Roschelle J. Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition. Journal of the Learning Sciences. 1994 Apr;3(2):115–63.
    
  
    3.
On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin. On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin [Internet]. Available from: http://www.tandfonline.com/doi/full/10.1080/09500693.2015.1025248
   
  
    4.
Norman DA. Chapter 1, The psychopathology of everyday things. In: The design of everyday things [Internet]. Rev. and expanded ed. Cambridge, Mass: MIT Press; 2013. p. 1–36. Available from: https://contentstore.cla.co.uk/secure/link?id=36a46993-9b82-e711-80cb-005056af4099
   
  
    5.
diSessa AA, Sherin BL. What Changes in Conceptual Change? International journal of science education. 2006;20(10):1155–91.
    
  
    6.
Greeno JG, Goldman SV. Chapter 7, Cultivating Conceptual Change with Benchmark Lessons. In: Thinking practices in mathematics and science learning [Internet]. Mahwah, N.J.: Lawrence Erlbaum Associates; 1998. p. 155–88. Available from: https://ebookcentral.proquest.com/lib/nottingham/reader.action?docID=1166478&ppg=166
   
  
    7.
Norman DA. Twelve Issues for Cognitive Science. Cognitive Science. 1980 Jan;4(1):1–32.
    
  
    8.
Miller GA. The cognitive revolution: a historical perspective. Trends in Cognitive Sciences. 2003 Mar;7(3):141–4.
    
  
    9.
L.S. Vygotskiĭ. Chapter 6, Interaction between learning and development. In: Mind in society: the development of higher psychological processes [Internet]. Cambridge, Mass: Harvard University Press; 1978. p. 79–91. Available from: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3301299
   
  
    10.
Crowley K, Callanan MA, Jipson JL, Galco J, Topping K, Shrager J. Shared scientific thinking in everyday parent-child activity. Science Education. 2001 Nov;85(6):712–32.
    
  
    11.
Crowley K, Callanan MA, Jipson JL, Galco J, Topping K, Shrager J. Shared scientific thinking in everyday parent-child activity. Science Education. 2001 Nov;85(6):712–32.
    
  
    12.
Sherin B, Reiser BJ, Edelson D. Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts. Journal of the Learning Sciences. 2004 July;13(3):387–421.
    
  
    13.
Davis P, Horn M, Block F, Phillips B, Evans EM, Diamond J, et al. "Whoa! We’re going deep in the trees!”: Patterns of collaboration around an interactive information visualization exhibit. International Journal of Computer-Supported Collaborative Learning. 2015 Mar;10(1):53–76.
    
  
    14.
Anderson JR, Boyle CF, Reiser BJ. Intelligent tutoring systems. Intelligent tutoring systems. 1985;228(4698):456–62.
    
  
    15.
Georghiades P. From the general to the situated: three decades of metacognition. International Journal of Science Education. 2004 Feb 27;26(3):365–83.
    
  
    16.
Papleontiou-louca E. The concept and instruction of metacognition. Teacher Development. 2003 Mar;7(1):9–30.
    
  
    17.
Sawyer RK. The Cambridge handbook of the learning sciences [Internet]. 2nd ed. Vol. Cambridge handbooks in psychology. New York: Cambridge University Press; 2014. Available from: https://doi.org/10.1017/CBO9781139519526
   
  
    18.
Quintana C, Zhang M, Krajcik J. A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding. Educational Psychologist. 2005 Dec;40(4):235–44.
    
  
    19.
Azevedo R, Hadwin AF. Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds. Instructional Science. 2005 Nov;33(5–6):367–79.
    
  
    20.
Edelson DC. Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching. 2001;38(3):355–85.
    
  
    21.
Palincsar AS, Herrenkohl LR. Designing Collaborative Learning Contexts. Theory Into Practice. 2002 Feb;41(1):26–32.
    
  
    22.
Hu-Pei Au K. Participation Structures in a Reading Lesson with Hawaiian Children: Analysis of a Culturally Appropriate Instructional Event. Anthropology & Education Quarterly [Internet]. 1980;11(2):91–115. Available from: http://www.jstor.org/stable/3216582
   
  
    23.
Loewenberg Ball D, Feiman-Nemser S. Using Textbooks and Teachers’ Guides: A Dilemma for Beginning Teachers and Teacher Educators. Curriculum Inquiry [Internet]. 1988;18(4):401–23. Available from: http://www.jstor.org/stable/1179386
   
  
    24.
Bruckman A. Situated Support for Learning: Storm’s Weekend With Rachael. Journal of the Learning Sciences. 2000 July;9(3):329–72.
    
  
    25.
Cohen DK. A Revolution in One Classroom: The Case of Mrs. Oublier. Educational Evaluation and Policy Analysis. 1990 Jan 1;12(3):311–29.
    
  
    26.
Delpit LD. The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review [Internet]. 1988;58(3):280–98. Available from: https://search.proquest.com/docview/212264098?accountid=8018
   
  
    27.
Henning JE, Nielsen LE, Henning MC, Schulz EU. Designing Discussions: Four Ways to Open Up a Dialogue. The Social Studies. 2008 May;99(3):122–6.
    
  
    28.
Herrenkohl LR, Palincsar AS, DeWater LS, Kawasaki K. Developing Scientific Communities in Classrooms: A Sociocognitive Approach. Journal of the Learning Sciences. 1999 July;8(3–4):451–93.
    
  
    29.
Lee CD. Is October Brown Chinese? A Cultural Modeling Activity System for                Underachieving Students. American Educational Research Journal. 2001 Jan;38(1):97–141.
    
  
    30.
Lee CD. Toward A Framework for Culturally Responsive Design in Multimedia Computer Environments: Cultural Modeling as a Case. Mind, Culture, and Activity. 2003 Feb;10(1):42–61.
    
  
    31.
Lehrer R, Shumow L. Aligning the Construction Zones of Parents and Teachers for Mathematics Reform. Cognition and Instruction [Internet]. 1997;15(1):41–83. Available from: http://www.jstor.org/stable/3233755
   
  
    32.
Lepper MR. Motivational Considerations in the Study of Instruction. Cognition and Instruction. 1988 Dec;5(4):289–309.
    
  
    33.
Palincsar AS, Herrenkohl LR. Designing Collaborative Learning Contexts. Theory Into Practice. 2002 Feb;41(1):26–32.
    
  
    34.
Rosebery AS, Warren B, Conant FR. Appropriating Scientific Discourse: Findings From Language Minority Classrooms. Journal of the Learning Sciences. 1992 Jan;2(1):61–94.
    
  
    35.
Smith BK, Frost J, Albayrak M, Sudhakar R. Facilitating narrative medical discussions of type 1 diabetes with computer visualizations and photography. Patient Education and Counseling. 2006;64(1–3):313–21.
    
  
    36.
Patten J van, Chao CI, Reigeluth CM. A Review of Strategies for Sequencing and Synthesizing Instruction. Review of Educational Research [Internet]. 1986;56(4):437–71. Available from: http://www.jstor.org/stable/1170341
   
  
    37.
Easterday MW, Rees Lewis DG, Gerber EM. The logic of the theoretical and practical products of design research. Australasian Journal of Educational Technology. 2016 July 11;