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Timothy Nokes-Malach
Timothy Nokes-Malach
Associate Professor of Psychology, University of Pittsburgh
Bestätigte E-Mail-Adresse bei pitt.edu - Startseite
Titel
Zitiert von
Zitiert von
Jahr
Learning through case comparisons: A meta-analytic review
L Alfieri, TJ Nokes-Malach, CD Schunn
Educational Psychologist 48 (2), 87-113, 2013
4152013
When is it better to learn together? Insights from research on collaborative learning
TJ Nokes-Malach, JE Richey, S Gadgil
Educational Psychology Review 27, 645-656, 2015
4032015
Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study.
CD Zepeda, JE Richey, P Ronevich, TJ Nokes-Malach
Journal of Educational Psychology 107 (4), 954, 2015
2892015
Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm?
EM Marshman, ZY Kalender, T Nokes-Malach, C Schunn, C Singh
Physical review physics education research 14 (2), 020123, 2018
2882018
Motivation and transfer: The role of mastery-approach goals in preparation for future learning
DM Belenky, TJ Nokes-Malach
Journal of the Learning Sciences 21 (3), 399-432, 2012
2572012
Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning
ML Bernacki, TJ Nokes-Malach, V Aleven
Metacognition and Learning 10, 99-117, 2015
2442015
Effectiveness of holistic mental model confrontation in driving conceptual change
S Gadgil, TJ Nokes-Malach, MTH Chi
Learning and Instruction 22 (1), 47-61, 2012
2402012
Expertise promotes facilitation on a collaborative memory task
ML Meade, TJ Nokes, DG Morrow
Memory 17 (1), 39-48, 2009
2222009
Mechanisms of knowledge transfer
TJ Nokes
Thinking & reasoning 15 (1), 1-36, 2009
1762009
Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way
ZY Kalender, E Marshman, CD Schunn, TJ Nokes-Malach, C Singh
Physical Review Physics Education Research 15 (2), 020148, 2019
1372019
Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning.
CD Zepeda, CO Hlutkowsky, AC Partika, TJ Nokes-Malach
Journal of Educational Psychology 111 (3), 522, 2019
1372019
Damage caused by women’s lower self-efficacy on physics learning
ZY Kalender, E Marshman, CD Schunn, TJ Nokes-Malach, C Singh
Physical Review Physics Education Research 16 (1), 010118, 2020
1362020
Toward a model of transfer as sense-making
TJ Nokes-Malach, JP Mestre
Educational Psychologist 48 (3), 184-207, 2013
1352013
Problem solving and human expertise
TJ Nokes, CD Schunn, MTH Chi
International Encyclopedia of Education 5, 265-272, 2010
1332010
Gendered patterns in the construction of physics identity from motivational factors
ZY Kalender, E Marshman, CD Schunn, TJ Nokes-Malach, C Singh
Physical Review Physics Education Research 15 (2), 020119, 2019
1302019
A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences
E Marshman, ZY Kalender, C Schunn, T Nokes-Malach, C Singh
Canadian Journal of Physics 96 (4), 391-405, 2018
1292018
The effect of expertise on collaborative problem solving
TJ Nokes-Malach, ML Meade, DG Morrow
Thinking & Reasoning 18 (1), 32-58, 2012
1212012
Testing the instructional fit hypothesis: the case of self-explanation prompts
TJ Nokes, RGM Hausmann, K VanLehn, S Gershman
Instructional Science 39, 645-666, 2011
992011
Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions
DM Belenky, TJ Nokes-Malach
Learning and individual differences 25, 21-34, 2013
872013
Coordinating principles and examples through analogy and self-explanation
TJ Nokes-Malach, K VanLehn, DM Belenky, M Lichtenstein, G Cox
European Journal of Psychology of Education 28 (4), 1237-1263, 2013
822013
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