Course Readings

Here is the final list of the 13 readings for this semester. You Annotated Bibliographies should include an entry for each one. These are due no later than Sunday 12/15, and should be shared with me via Google Docs at

You can access the readings here. The instructions (just in case you need them) for this assignment are here.


Reading # Week # Citation
1 1 Ardito, G. P. (2018). Emerging Student Learning Networks: Self-Directed Learning in an Eighth-Grade Life Science Classroom. Issues and Trends in Educational Technology, 6(2).
2 2 Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7(2), 145-154.
3 2 Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and emotion, 28(2), 147-169.
4 3 Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science.
5 3 Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144.
6 4 Kinchin, I. M. (2001). If concept mapping is so helpful to learning biology, why aren't we all doing it?. International Journal of Science Education, 23(12), 1257-1269.
7 4 Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of research in science teaching, 27(10), 937-949.
8 4 Novak, J. D. (2005). Results and implications of a 12-year longitudinal study of science concept learning. Research in Science Education, 35(1), 23-40.
  5 None
  6 None
9 7 Aditomo & Kleime Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems
10 7 Berthold, K., & Renkl, A. (2010). How to foster active processing of explanations in instructional communication. Educational Psychology Review, 22(1), 25-40.
  8 None
  9 None
11 10 Richey, J. E., & Nokes-Malach, T. J. (2015). Comparing four instructional techniques for promoting robust knowledge. Educational Psychology Review, 27(1), 181-218.
12 11 Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science education, 90(6), 1073-1091.
13 12 Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?. Journal of the Learning Sciences, 1-51.
EDG 614 Fall 2019

EDG 614 Fall 2019

Here is the online home for EDG 614 Fall 2019.