Key word "planning"

Publications Found: 32 · Show All Abstracts

De Jaegher H. (2021) Loving and knowing: Reflections for an engaged epistemology. Phenomenology and the Cognitive Science 20(5): 847–870. Fulltext at
Ertmer P. A. & Newby T. J. (1993) Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly 6(4): 50–72. Fulltext at
Farina A. (2008) The landscape as a semiotic interface between organisms and resources. Biosemiotics 1(1): 75–83.
Fischer H. E. & Aufschnaiter S. (1993) Development of meaning during physics instruction: Case studies in view of the paradigm of constructivism. Science Education 77(2): 153–168. Fulltext at
Gallagher S. & Zahavi D. (2014) Primal impression and enactive perception. In: Arstila V. & Lloyd D. (eds.) Subjective time: The philosophy, psychology, and neuroscience of temporality. MIT Press, Cambridge MA: 83–100. Fulltext at
Gärdenfors P. & Williams M.-A. (2008) Multi-agent communication, planning and collaboration based on perceptions, conceptions and simulations. In: Schalley A. & Khlenthos D. (eds.) Mental states, Volume 1: Evolution, Function, Nature. Benjamins, Amsterdam: 95–121.
Guo Y. (2019) Knowledge Pieces, Causality in Complex Systems, and Computational Methods for Knowledge Analysis. Constructivist Foundations 14(3): 288–290. Fulltext at
Hjorth A. & Wilensky U. (2014) Redesigning your city: A constructionist environment for urban planning education. Informatics in Education 13(2): 197–208. Fulltext at
Howison M., Tminic D., Reinholz D. & Abrahamson D. (2011) The mathematical imagery trainer: From embodied interaction to conceptual teaming. In: Fitzpatrick G., Gutwin C., Begole B., Kellog W. A. & Tan D. (eds.) Proceedings of the annual meeting of The association for computer machinery special interest group on computer human interaction: “human factors in computing systems” (CHI 2011). CM Press, Vancouver: 1989–1998. Fulltext at
Kaschak M. P. & McGraw A. L. (2022) Educational applications of enacted, embodied approaches to language comprehension. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 91–102. Fulltext at
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