Cognitive psychology and its implications, 2000. ,
Promoting reflective interactions in a CSCL environment, Journal of Computer Assisted Learning, vol.13, issue.3, pp.175-193, 1997. ,
DOI : 10.1046/j.1365-2729.1997.00019.x
Promoting students' argument construction and collaborative debate in the science classroom Internet environments for science education, pp.114-144, 2004. ,
A theory of psychological reactance, 1966. ,
(in press) The interplay of internal and external scripts. A distributed cognition perspective, Scripting computer-supported collaborative learning ,
Restructuring the Classroom: Conditions for Productive Small Groups, Review of Educational Research, vol.64, issue.1, pp.1-15, 1994. ,
DOI : 10.3102/00346543064001001
Producing Equal-Status Interaction in the Heterogeneous Classroom, American Educational Research Journal, vol.32, issue.1, pp.99-120, 1995. ,
DOI : 10.3102/00028312032001099
Cognitive Apprenticeship, Knowing, learning, and instruction. Essays in honor of Robert Glaser, pp.453-494, 1989. ,
DOI : 10.5840/thinking19888129
Individual and distributed cognitions in interdisciplinary teamwork: A developing case study and emerging theory. Educational Rev, Educational Research, vol.69, issue.3, pp.217-260, 1998. ,
Fostering collaborative knowledge construction with visualization tools, Learning and Instruction, vol.12, issue.2, pp.213-232, 2002. ,
DOI : 10.1016/S0959-4752(01)00005-6
URL : https://hal.archives-ouvertes.fr/hal-00190645
Question Asking During Tutoring, American Educational Research Journal, vol.31, issue.1, pp.104-137, 1994. ,
DOI : 10.3102/00028312031001104
Effective Discussion Through a Computer-Mediated Anchored Forum, Journal of the Learning Sciences, vol.8, issue.4, pp.437-469, 2000. ,
DOI : 10.1023/A:1022564817713
Design principles for distributed knowledge building processes, Educational Psychology Review, vol.10, issue.1, pp.75-96, 1998. ,
DOI : 10.1023/A:1022810231840
Strukturierte Kooperation beim computerunterstützten kollaborativen Lernen [Structured collaboration in computersupported collaborative learning], Unterrichtswissenschaft, vol.25, pp.56-69, 1997. ,
An Analysis of the Processes Influencing the Structured Dyadic Learning Environment, Educational Psychologist, vol.43, issue.1, pp.23-37, 1988. ,
DOI : 10.1037//0022-0663.77.1.60
Constructive Conflict in the Schools, Journal of Social Issues, vol.29, issue.9A, pp.117-137, 1994. ,
DOI : 10.1111/j.1540-4560.1994.tb02401.x
ASK to THINK-TEL WHY: A model of transactive peer tutoring for scaffolding higher level complex learning, Educational Psychologist, vol.32, issue.4, pp.221-235, 1997. ,
DOI : 10.1207/s15326985ep3204_3
Transactive peer tutoring: Distributing cognition and metacognition, Educational Psychology Review, vol.10, issue.1, pp.57-74, 1998. ,
DOI : 10.1023/A:1022858115001
Structuring peer interaction to promote high-level cognitive processing Gewissheits-und Ungewissheitsorientierung beim kooperativen Lernen in Videokonferenzen ? der Einfluss verschiedener Strukturierungsmaßnahmen. [Uncertainty orientation in video-mediated cooperative learning ? effects of different structural supports]. Unpublished master thesis, Theory Kollar, I, 2001. ,
Internal and external collaboration scripts in webbased science learning at schools, Computer Supported Collaborative Learning 2005: The Next 10 Years, pp.331-340, 2005. ,
URL : https://hal.archives-ouvertes.fr/hal-00190641
Manipulating cooperative scripts for teaching and learning., Journal of Educational Psychology, vol.79, issue.4, pp.424-430, 1987. ,
DOI : 10.1037/0022-0663.79.4.424
Verbal ability and cooperative learning: Transfer of effects, Journal of Literacy Research, vol.16, issue.4, pp.289-295, 1984. ,
DOI : 10.1080/10862968409547522
Effects of metacognitive and elaborative activity on cooperative learning and transfer, Contemporary Educational Psychology, vol.10, issue.4, pp.342-348, 1985. ,
DOI : 10.1016/0361-476X(85)90031-1
Situated learning: Legitimate peripheral participation, 1991. ,
DOI : 10.1017/CBO9780511815355
Cognitive tools in a clinical encounter in medicine: Supporting empathy and expertise in distributed systems, Educational Psychology Review, vol.10, issue.1, pp.3-24, 1998. ,
DOI : 10.1023/A:1022854014093
Scaffolding elementary students' authentic inquiry through a written science curriculum. Unpublished doctoral dissertation, 2003. ,
Double-fading support - a training approach to complex software systems, Journal of Computer Assisted Learning, vol.90, issue.4, pp.347-357, 2000. ,
DOI : 10.1046/j.1365-2729.2000.00147.x
Multimedia learning, 2001. ,
URL : https://hal.archives-ouvertes.fr/hal-00702927
Supporting students' construction of scientific explanations using scaffolded curriculum materials and assessments, 2004. ,
CSCL scripts, Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years!, CSCL '05, pp.423-432, 2005. ,
DOI : 10.3115/1149293.1149349
The distribution of distributed cognition: Multiple interpretations and uses, Educational Psychology Review, vol.10, issue.1, pp.97-113, 1998. ,
DOI : 10.1023/A:1022862215910
Unified theories of cognition, 1990. ,
The Role of Memory in the Acquisition and Retention of Knowledge in Science and Social Studies Units, Cognition and Instruction, vol.5, issue.1, pp.83-139, 2000. ,
DOI : 10.1037//0012-1649.30.6.969
Characterizing, predicting, and measuring videomediated communication: A conversational approach, Video-mediated communication, pp.107-132, 1997. ,
Structuring dyadic interaction through scripted cooperation Scripted Cooperation in student dyads: A method for analyzing and enhancing academic learning and performance Interaction in cooperative groups: The theoretical anatomy of group learning, Cognitive perspectives on peer learning, pp.120-141, 1992. ,
Cognitive, social/affective, and metacognitive outcomes of scripted cooperative learning., Journal of Educational Psychology, vol.79, issue.4, pp.431-437, 1987. ,
DOI : 10.1037/0022-0663.79.4.431
Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities, Cognition and Instruction, vol.1, pp.117-175, 1984. ,
Practices of distributed intelligence and design for education, Distributed cognitions: psychological and educational considerations, pp.47-87, 1993. ,
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity, Journal of the Learning Sciences, vol.66, issue.1, pp.423-451, 2004. ,
DOI : 10.1207/S15327809JLS0904_1
URL : https://hal.archives-ouvertes.fr/hal-00190619
Person-plus: a distributed view of thinking and learning, Distributed cognitions: psychological and educational considerations, pp.88-110, 1993. ,
Supporting discourse in a synchronous learning environment, Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community, CSCL '02, pp.581-589, 2002. ,
DOI : 10.3115/1658616.1658732
A Scaffolding Design Framework for Software to Support Science Inquiry, Journal of the Learning Sciences, vol.17, issue.5, pp.337-387, 2004. ,
DOI : 10.1002/tea.1033
URL : https://hal.archives-ouvertes.fr/hal-00699773
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work, Journal of the Learning Sciences, vol.17, issue.3, pp.273-304, 2004. ,
DOI : 10.1002/sce.10004
Inert knowledge: Analyses and remedies, Educational Psychologist, vol.2, issue.5, pp.115-121, 1996. ,
DOI : 10.1016/0959-4752(94)90002-7
How Fading Worked Solution Steps Works ??? A Cognitive Load Perspective, Instructional Science, vol.32, issue.1/2, pp.59-82, 2004. ,
DOI : 10.1023/B:TRUC.0000021815.74806.f6
Scripted Cooperation and Knowledge Map Supplements, The Journal of Experimental Education, vol.35, issue.2, pp.93-107, 1992. ,
DOI : 10.1207/s1532690xci0104_3
Reciprocal Teaching: A Review of the Research, Review of Educational Research, vol.64, issue.4, pp.479-530, 1994. ,
DOI : 10.3102/00346543064004479
Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings, Journal of the Learning Sciences, vol.13, issue.1, pp.201-241, 2005. ,
DOI : 10.1006/imms.1993.1085
No distribution without individuals' cognition: A dynamic interactional view, Distributed cognitions: Psychological and educational considerations, pp.111-138, 1993. ,
Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media, Journal of the Learning Sciences, vol.1, issue.1, pp.37-68, 1991. ,
DOI : 10.1207/s15327809jls0101_3
Computer Support for Knowledge-Building Communities, Journal of the Learning Sciences, vol.1, issue.3, pp.265-283, 1993. ,
DOI : 10.1207/s15327809jls0303_3
Computer supported intentional learning environments, J. Educational Computing Research, vol.5, pp.51-68, 1989. ,
Dynamic memory revisited, 1999. ,
DOI : 10.1017/CBO9780511527920
SCRIPTS, PLANS, GOALS, AND UNDERSTANDING, 1977. ,
DOI : 10.1016/B978-1-4832-1446-7.50019-4
URL : https://hal.archives-ouvertes.fr/hal-00692030
The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups, Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years!, CSCL '05, pp.557-566, 2005. ,
DOI : 10.3115/1149293.1149367
Towards an integrated view of learning from text and visual displays, Educational Psychology Review, vol.14, issue.1, pp.101-120, 2002. ,
DOI : 10.1023/A:1013136727916
Media Characteristics and Knowledge Acquisition in Computer Conferencing, European Psychologist, vol.2, issue.3, pp.277-285, 1997. ,
DOI : 10.1027/1016-9040.2.3.277
Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts, Journal of the Learning Sciences, vol.82, issue.1, pp.13-387, 2004. ,
DOI : 10.1023/A:1002935313957
Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains, Educational Technology, vol.31, issue.5, pp.24-33, 1991. ,
An experimental, 2003. ,
Collaboration script approaches for face-to-face vs. computer-learning included in the analysis. Learning setting Approaches included in the analysis Face-to-face, 1984. ,