تکیه ‏گاه‏ سازی آموزشی و تأثیر آن بر یادگیری زبان فارسی

حیدرزادگان، ع. و همکاران. (1386). بررسی تأثیر نظریه‌ی سازنده‌گرایی اجتماعی بر عملکرد دانش‌آموزان پایه‌ی سوم در درس علوم در شهر زاهدان. فصلنامه‌ی مطالعات برنامه درسی، سال دوم، شماره 6، صص: 6-4.

ریچی، ر. و همکاران. (1391). دانش ‌پایه­ی طراحی آموزشی (نظریه، پژوهش، عمل). ترجمه­ی حسین زنگنه و الهه ولایتی. تهران: آوای نور (تاریخ انتشار به زبان اصلی، 2011).

رحیمی‌دوست، غ. (1392). چارچوب تکیه‌گاه‌سازی آموزشی اثربخش در محیط یادگیری مشکل‌گشایی مبتنی بر کامپیوتر: به ‌سوی تدوین و اعتباربخشی الگوی تکیه‌گاه‌سازی آموزشی. رساله­ی دکتری. تهران: دانشگاه علامه طباطبائی.

سیف، ع. (1389). روانشناسی پرورشی نوین (روانشناسی یادگیری و آموزش). تهران: نشر دوران.

فردانش، ه. و شیخی ­فینی، ع. (1381). درآمدی بر سازنده‌گرایی در روان‌شناسی و علوم تربیتی. فصلنامه‌ی علوم انسانی دانشگاه الزهرا، سال 12، شماره 42.

 

Azevedo, R. et al. (2008). Why Is Externally Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia? Educational Technology Research and Development, 56: 45-72.

Bruner, J. S. (1966). Toward a Theory of Instruction. New York: W.W. Norton & Company, Inc.

Bruner, J. (1983). Child’s Talk. New York: Norton.

Bradley, K. S. & Bradley, J, A. (2004). Scaffolding Academic Learning for Second Language Learners. Texas A&M University (Kingsville, Texas, USA).

Chiang, c & dankel. P. (1990). The Effect of Speech Modification Prior Knowledge and Listening Proficiency on EFL Lecture Learning. TESOL Quarterly: 26(2): 34-47.

Coady, J. & Huckin, T. (1997).Second Language Vocabulary Acquisition. Cambridge University Press.

Chang, K. E. et al. (2001). The Effect of Concept Mapping to Enhance Text Comprehension and Summarization. The Journal of Experimental Education, 71(1).

Davis, E. A. (1996). Metacognitive Scaffolding to Foster Scientific Explanations. Paper presented at the annual conference of the American Educational Research Association, New York.

Dewey, J. (1938). Experience and Education. New York: Collier Macmillan Publishers.

Eslinger, E. et al. (2008). Supporting Inquiry Processes with an Interactive Learning Environment: Inquiry Island. Journal of Science Education and Technology, 17(6): 610-617.

Fosnot, C. T. & Perry, R. S. (2005). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, Perspectives and Practice (2^nd edition) (pp. 8-38). New York: Teacher's College Press.

Garrison, D. R. et al. (2012). Communities of Inquiry. University of Calgary: Learning Commons. Retrieved from: http://commons.ucalgary.ca.

Hogan, K. & Pressley, M. (1997). Scaffolding Student Learning: Instructional Approaches and ISsues. Cambridge: Brookline Books.

Hannafin, M. J.  et al. (1999).Open learning environments: Foundations and models. In C. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates.

Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional Theories and Models (2^nd edition) (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates.

Keller, J. & Burkman, E. (1993). Motivation principles. In M. Fleming & W. H. Levie (Eds.), Instructional Message Design: Principles from the Behavioral and Cognitive Sciences (2^nd edition) (pp. 3-53). Englewood Cliffs, NJ: Educational Technology Publications.

Lantolf, J. (2001). Introducing sociocultural theory. In J. Lantolf (Ed.), Sociocultural Theory and Language Learning (pp. 23-26). New York: Oxford University Press.

Lim, C. P. et al. (2006). Gaming in a 3D Multiuser Virtual Environment: Engaging Students in Science Lessons. British Journal of Educational Technology, 37(2): 211–231.

Meskill, C. (2005). Triadic Scaffolds: Tools for Teaching English Language Learning with Computer.State University of New York at Albany. Language Learning and Technology, 9(1): 5-46.

McCloskey, M. L. et al. (2010). Scaffolding Academic Language for English Learners: What, Why, How? Washington, DC: US Department of State.40-41.

Oliver, K. & Hannafin, M. (2001).Developing and Refining Mental Models in Open-ended Learning Environments: A Case Study.Educational Technology Research and Development, 49(4): 5-32.

Pata, K. et al. (2006). Inter-Relations of Tutor's and Peers' Scaffolding and Decision-Making Discourse Acts.Instructional Science: An International Journal of Learning and Sciences, 34(4): 313-341.

Reigleuth, C. M. (1999). Instructional Design Theories and Models: A New Paradigm of Instructional Theory. New Jersey: Lawrence ErlbaumAssociates Publishers.

Reiser, B. J. (2004). Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work. Journal of the Learning Sciences, 13(3): 273-304.

Simons, K. D. & Klein, J. D. (2007). The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment. Instructional Science, 35(1): 41-72.

Scardamalia, M. et al. (1984).Teachability of Reflective Processes in Written Composition. Cognitive Science, 8(2): 173-190.

Tan, A. (2006). Does Blogging Promote Preservice Teacher Reflection? Examining the Relationships between Learning Tool and Scaffolding in a Blended Learning Environment. A Doctoral Dissertation. Department of Instructional Systems Technology, Indiana University.

Valanides, N. & Angeli, C. (2008). Distributed Cognition in a Sixth-Grade Classroom: An Attempt to Overcome Alternative Conceptions About Light and Color. Journal of Research on Technology in Education, 40(3): 309-336.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University.

Walqui, A. (2006). Second Language Learners, English Language Learners, Scaffolding, Sociocultural Theory. The international Journal of Bilingual Education and Bilingualism, 9(2).

Wood, D. et al. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology, Psychiatry,  and Applied Disciplines, 17: 89–100.

Yelland N. & Masters, J. (2007). Rethinking Scaffolding in the Information Age. Computers and Education, 48: 362-382.