Azevedo, R., & Cromley, J. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology,96(3), 523–535.
Barab SA, Sadler TD, Heiselt C, Hickey D, Zuiker S (2007) Relating narrative, inquiry, and inscriptions: supporting consequential play. J Sci Educ Technol 16:59–82.
Belland, B., Glazewski, K., & Richardson, J. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56(4), 401–422.
Bell Ph, Linn MC. (2000) Scientific arguments as learning artifacts: Designing for learning from the web with KIE. IntJ Sci Educ.;22(8):797-817.
Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using Internet. Computers & Education, 53(4), 1207–1217.
Bull, K., Shuler, P., Overton, R., Kimball, S., Boykin, C., & GriYn, J. (1999). Processes for developing scaVolding in a computer
mediated learning environment. In Rural special education for the new millennium (ERIC Document Reproduction Service No. ED 429765).
Cepni, S., Tas, E., &Kose, S. (2006). The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science.Computers & Education, 46, 192–205.
Chieu, V. M. (2007). An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility. Educational Technology & Society, 10 (3), 32-46.
Davis, E. A., & Miyake, N. (2004). Explorations of scaffolding in complex classroom systems. Journal of the Learning Sciences, 13(3), 265–272.
Demetriadis, S. N., Papadopoulos, P. M., Stamelos, I. G., & Fischer, F. (2008). The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning. Computers & Education, 51(2), 939–954.
Driscoll, M. P. (2000). Psychology of learning for instruction, Massachusetts: Allyn and Bacon.
[Fazeli A, Karami M. (2015) Teacher training students' experiences of instructional designing based on the constructivism approach. Research in curriculum planning.2 (18):140-150]
Feltovich, P. J., Spiro, R. J., Coulson, R. L., &Feltovich, J. (1996). Collaboration within and among minds:Mastering complexity, individually, and in groups. InKoschmann T. (Eds.), CSCL: Theory and practice of anemerging paradigm, Mahweh: Erlbaum, 25–44.
[Firoozy,Z, Karami, M, Karshaky, H, Saeedi Rezvani, M(2013.)Johnson’s constructive pattern impact in problem-based learning on the attitude, satisfaction and learning in in-service training programs for teachers. Research in curriculum planning.2 (12):36-52]
Fisch, S. M. (2005). Making educational computer games "educational". In Proceedings of the 2005 conference on Interaction design and children (pp.56-61). NY: ACM Press.
Gazit, E., Yair, Y., & Chen, D. (2005).Emerging conceptual understanding of complex astronomical phenomena by using a virtual solar system. Journal of Science Education and Technology, 14, 459–470.
Ge, X., & Er, N. (2005). An online support system to scaffold real-world problem solving. Interactive Learning Environments, 13(3), 139 – 157.
Hannafin M., Land S.M. & Oliver K. (1999) Open learning environments: foundations, methods, and models. In Instructional Design Theories and Models (ed. C. Reigeluth), pp. 115-140. Lawrence Erlbaum Associates, Mahwah, NJ.
Harmer AJ, Cates WM (2007) Designing for learner engagement in middle school science: technology, inquiry, and the hierarchies of engagement. Comput Schools 24:105–124.
Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance.Educational Psychology, 21 (5),5–23.
Kapur, M. (2009). Productive failure in mathematical problem solving.Instructional Science, 38(6),523–550.
Kauffman, D. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate self-regulated learning. Journal of Educational Computing Research, 30, 139–162.
Ketelhut D, Nelson BC, Clarke J, Dede C (2010) A multi-user virtual environment for building and assessing higher order inquiry skills in science. Br J EducTechnol 41:56–68.
Kim M.C. & Hannafin M.J. (2011) Scaffolding problem solving in technology enhanced learning environments (TELEs): bridging research and theory with practice. Computers & Education 56, 403–417.
Lajoie SP, Guerrera C, Munsie SD, Lavigne NC(2001).Constructing knowledge in the context of BioWorld. Instruct Sci.;29(2):155-86.
Lee EYC, Chan CKK, Van Aalst J. (2006) Students assessing their own collaborative knowledge building. Int J Comput Support Collabor Learn.;1(1):57-87.
Miyake N, Norman DA (1979) To ask a question, one must know enough to know what is not known. J Verbal Learn VerbalBehav 18:357–364
Moreno R, Valdez A. (2007) Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format. J Educ Psychol.99(1):194-206.
Pass, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32:1-8.
Puntambekar S. & Hubscher R. (2005) Tools for scaffolding students in a complex learning environment: what have we gained and what have we missed? Educational Psychologist 40, 1–12.
Park S, Lim J. (2007) Promoting positive emotion in multimedia learning using visual illustrations. J Educ Multimed Hypermed. 16(2):141-62.
Pedersen S, Liu M. (2002) The effects of modeling expert cognitive strategies during problem-based learning. J Educ Comput Res.26(4):353-80
Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 19(3), 213 – 314.
Ruthven, K., Hennessy, S., & Deaney, R. (2005). Incorporating Internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers. Computers & Education, 44(1), 1–34.
Sandoval WA. (2003) Conceptual and epistemic aspects of students’ scientific explanations. J Learn Sci.;12(1):5-52.
Scheiter K.&Gerjets P. (2007) Learner control in hypermedia environments. Educational Psychology Review 19, 285–307.
Schraw G. (2007) The use of computer-based learning environments for understanding and improving self-regulation. Metacognition and Learning2, 169–176.
Shapiro,A.M. (2008). Hypermedia design as learner scaffolding. Education Tech Research Dev (2008) 56:29–44
Simons KD, Klein JD(2007) The impact of scaffolding and student achievement levels in a problem-based learning environment. Instruct Sci. 35(1):41-72.
Spiro RJ, Collins BP, Thota JJ, Feltovich PJ (2003) Cognitive flexibility theory: hypermedia for complex learning, adaptive knowledge application, and experience acceleration. EducTechnol 45(5):5–10.
Spiro RJ, Coulson RL, Feltovich PJ, Anderson DK (1988) Cognitive flexibility theory: advanced knowledge acquisition in ill-structured domains (Tech. Rep. No. 441). University of Illinois at Urbana-Champaign, Champaign, IL.
Spiro, R. J., &Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In Nix, D. & Spiro, R. J. (Eds.), Cognition, education and multimedia, Hillsdale: Erlbaum, 163–205.
Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991, May). Cognitive flexibility, constructivism,and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. EducationalTechnology, 31, 24–33.
Wallace, R. M., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the web: students online in a sixth-grade classroom. The Journal of the Learning Sciences, 9(1), 75–104.
Wood, D., Bruner, J. S., & Ross, G. (1976).The role of tutoring in problem solving. Journal of Child Psychology, Psychiatry, & Applied Disciplines, 17(2), 89–100.
Yelland, N., & Masters, J. (2007). Rethinking scaffolding in the information age. Computers and Education, 48(3), 362–382.
Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P., & Land, S. (2002). Scaffolding preservice science teachers’ evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437 – 463.
Ziedler DL, Sadler TD, Simmons ML, Howes EV (2005) Beyond STS: a research-based framework for socioscientific issues education. Sci Educ 89:357–377
Zydney, J. M. (2010). The effect of multiple scaffolding tools on students’ understanding, consideration of different perspectives, and misconceptions of a complex problem. Computers & Education 54(2): 360–370.
Zydney.J. Grincewicz.A. (2011). The Use of Video Cases in a Multimedia Learning Environment for Facilitating High School Students’ Inquiry into a Problem from Varying Perspectives. J Sci Educ Technol. 20:715–728.
)