{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,4]],"date-time":"2024-09-04T16:13:09Z","timestamp":1725466389016},"publisher-location":"Berlin, Heidelberg","reference-count":10,"publisher":"Springer Berlin Heidelberg","isbn-type":[{"type":"print","value":"9783642309496"},{"type":"electronic","value":"9783642309502"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2012]]},"DOI":"10.1007\/978-3-642-30950-2_66","type":"book-chapter","created":{"date-parts":[[2012,5,29]],"date-time":"2012-05-29T07:13:05Z","timestamp":1338275585000},"page":"511-516","source":"Crossref","is-referenced-by-count":2,"title":["Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive Strategies"],"prefix":"10.1007","author":[{"given":"Eric","family":"Poitras","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Susanne","family":"Lajoie","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Yuan-Jin","family":"Hong","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","reference":[{"issue":"2","key":"66_CR1","first-page":"9","volume":"7","author":"R. Azevedo","year":"2011","unstructured":"Azevedo, R., Feyzi-Behnagh, R.: Dysregulated Learning with Advanced Learning Technologies. Journal of e-Learning and Knowledge Society\u00a07(2), 9\u201318 (2011)","journal-title":"Journal of e-Learning and Knowledge Society"},{"key":"66_CR2","doi-asserted-by":"publisher","first-page":"230","DOI":"10.1016\/j.compedu.2009.08.006","volume":"54","author":"J.A. Greene","year":"2010","unstructured":"Greene, J.A., Bolick, C.M., Robertson, J.: Fostering Historical Knowledge and Thinking Skills Using Hypermedia Learning Environments: The Role of Self-Regulated Learning. Computers & Education\u00a054, 230\u2013243 (2010)","journal-title":"Computers & Education"},{"key":"66_CR3","doi-asserted-by":"crossref","unstructured":"Poitras, E., Lajoie, S., Hong, Y.-J.: The Design of Technology-Rich Learning Environments as Metacognitive Tools in History Education. Instructional Science (2011)","DOI":"10.1007\/s11251-011-9194-1"},{"key":"66_CR4","series-title":"Lecture Notes in Computer Science","doi-asserted-by":"publisher","first-page":"609","DOI":"10.1007\/978-3-642-21869-9_117","volume-title":"Artificial Intelligence in Education","author":"E. Poitras","year":"2011","unstructured":"Poitras, E., Lajoie, S., Nokes, J., Hong, Y.-J.: The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical Inquiry. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds.) AIED 2011. LNCS, vol.\u00a06738, pp. 609\u2013611. Springer, Heidelberg (2011)"},{"key":"66_CR5","unstructured":"Poitras, E., Lajoie, S.: A Metacognitive Framework to Improve Learning through Historical Inquiry. Contemporary Educational Psychology (in preparation)"},{"issue":"1","key":"66_CR6","doi-asserted-by":"publisher","first-page":"67","DOI":"10.1007\/s10648-008-9093-4","volume":"21","author":"A. Renkl","year":"2009","unstructured":"Renkl, A., Hilbert, T., Schworm, S.: Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account. Educational Psychology Review\u00a021(1), 67\u201378 (2009)","journal-title":"Educational Psychology Review"},{"key":"66_CR7","doi-asserted-by":"publisher","first-page":"155","DOI":"10.1007\/s10648-010-9134-7","volume":"22","author":"T. Gog Van","year":"2010","unstructured":"Van Gog, T., Rummel, N.: Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives. Educational Psychology Review\u00a022, 155\u2013174 (2010)","journal-title":"Educational Psychology Review"},{"key":"66_CR8","first-page":"127","volume-title":"Research on Technology in Social Studies Education","author":"D. Hicks","year":"2009","unstructured":"Hicks, D., Doolittle, P.E.: Multimedia-Based Historical Inquiry Strategy Instruction. Do Size and Form Really Matter? In: Research on Technology in Social Studies Education, pp. 127\u2013154. Information Age Publishing, Greenwich (2009)"},{"issue":"4","key":"66_CR9","doi-asserted-by":"publisher","first-page":"210","DOI":"10.1080\/00461520.2010.515934","volume":"45","author":"R. Azevedo","year":"2010","unstructured":"Azevedo, R., Moos, D.C., Johnson, A.M., Chauncey, A.D.: Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges. Educational Psychologist\u00a045(4), 210\u2013223 (2010)","journal-title":"Educational Psychologist"},{"issue":"4","key":"66_CR10","doi-asserted-by":"publisher","first-page":"426","DOI":"10.1016\/j.compedu.2004.08.011","volume":"46","author":"S. Schworm","year":"2006","unstructured":"Schworm, S., Renkl, A.: Computer-Supported Example-Based Learning: When Instructional Explanations Reduce Self-Explanations. Computers & Education\u00a046(4), 426\u2013445 (2006)","journal-title":"Computers & Education"}],"container-title":["Lecture Notes in Computer Science","Intelligent Tutoring Systems"],"original-title":[],"link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-642-30950-2_66.pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2021,5,4]],"date-time":"2021-05-04T11:35:26Z","timestamp":1620128126000},"score":1,"resource":{"primary":{"URL":"http:\/\/link.springer.com\/10.1007\/978-3-642-30950-2_66"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2012]]},"ISBN":["9783642309496","9783642309502"],"references-count":10,"URL":"https:\/\/doi.org\/10.1007\/978-3-642-30950-2_66","relation":{},"ISSN":["0302-9743","1611-3349"],"issn-type":[{"type":"print","value":"0302-9743"},{"type":"electronic","value":"1611-3349"}],"subject":[],"published":{"date-parts":[[2012]]}}}