參考文獻
壹、中文部份
方永泉譯（2004）。P. Freire著。 受壓迫者教育學（Pedagogy of the oppressed）。台北市：巨流。
方吉正（2000）。認知學徒制在國小數學解題教學成效之研究。國立高雄師範大學教育教育學系博士論文，未出版，高雄市。
方炳林（2005）。普通教學法。台北：三民。
王文科（1989）。教育心理學。台北：五南。
王金村（2005）。思考風格對情境錨點與學習策略之影響。國立交通大學理學院碩士在職專班網路學習學程碩士論文，未出版，新竹市。
王紅宇譯（1999），William E. Doll, Jr.著。後現代課程觀。台北：桂冠。
但昭偉（1994）。「教育理論的建構及教育實作」，初等教育學報，2期，101-118。呂炳強（2007）。凝視、行動與社會世界。台北市：漫遊者文化。
呂鳳琳（2009）。幾何證明不同文本呈現方式對學生認知負荷與閱讀理解影響之研究。國立臺灣師範大學數學系碩士論文，未出版，台北市。
吳中信（2013）。不同資訊呈現方式多媒體影音開放式課程對於學習專注力、情緒、認知負荷與學習成效之影響研究。國立政治大學圖書資訊與檔案學研究所碩士論文，未出版，台北市。
李宜穆（2006）。國中個案班級學生探究能力與後設認知相關研究。國立花蓮教育大學科學教育研究所碩士論文，未出版，花蓮市。
汪榮才（1995）。國小學生之後設認知與科學文章閱讀理解。臺南師院國民教育所集刊，1，81-138頁。
周珮儀（1999）。從社會批判到後現代—Giroux課程理論之研究。台北：師大書苑。周珮儀（2001）。追求社會正義的課程理論—H. A. Giroux課程理論之探究。教育研究集刊，46，1-30頁。周惠文、周賢彬（2004）。認知型態與多媒體資訊組合方式對認知負荷與學習成效之影響。行政院國家科學委員會補助專題研究計畫成果報告，計畫編號NSC92-2520-S-008-008。
林生傳（1998）。建構主義的教學評析。課程與教學季刊，1(3)，1-14。林生傳（2012）。教育心理學（3 版3 刷）。臺北：五南。
林明美（1997）。小兵也可以立大功－談同儕輔導。學生輔導，52，62-67。
邱上真（1989）。後設認知研究在輕度障礙者教學上的應用。特殊教育季刊，30，12-16頁。邱貴發、鐘邦友（1993）。情境學習理論與電腦輔助學習軟體設計。台灣教育，510，23-29。
施志宜（2000）。高低後設認知能力國三學生閱讀地球科學說明文之差異。國立台灣師範大學科學教育研究所碩士論文，未出版，台北市
洪慧萍（2002）。合作學習融入閱讀教學模式對國小六年級學生閱讀理解後設認知閱讀動機影響之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東市。
倪梁康（1999）。現象學概念通譯。北京：三聯。
孫春在、林珊如(2007)。網路合作學習：數位時代的互動學習環境、教學與評量。台北：心理。徐易稜（2001）。多媒體呈現方式對學習者認知負荷與學習成效之影響研究。國立中央大學資訊管理研究所碩士論文，未出版，中壢市。
徐惠玲（2000）。後設認知取向數學教學模式之行動研究。國立花蓮師範學院國民教育研究所碩士論文，未出版，花蓮市。
徐新逸（1985a）。如何借重電腦科技來提昇問題解決的能力？─談「錨式情境教學法」之理論基礎與實例應用（上）。教學科技與媒體，20，25-30 。
徐新逸（1985b） ：如何借重電腦科技來提昇問題解決的能力？─談「錨式情境教學法」之理論基礎與實例應用（下）。教學科技與媒體，21，47-51 。
徐新逸（1996）。情境學習在數學教育上之應用。教學科技與媒體，29，13-22。徐新逸（1998）。情境學習對教學革新之回應。研習資訊，15（1），16-24 。
翁嘉鴻（2001）。以認知負荷觀點探討聽覺媒體物件之媒體呈現方式對學習成效之影響。國立中央大學資訊管理研究所碩士論文，未出版，中壢市。
高申春（2001）。人性煇煌之路: 班杜拉的社會學習理論。台北：貓頭鷹出版社。
高淑珍（2012）。以知識分享為中介變數探討學習動機、學習互動以及學習平臺對協同學習滿意度的影響。商管科技季刊。13(1)，75-98。國立編譯館主編（2000）。教育大辭書〈三〉。台北：文景。
張天寶（2000）。試論主體性教育的基本理念。教育研究，8，13-18 。
張玉成（1999）。教師發問技巧。臺北：心理。
張玉成（2013）。思考技巧與教學（2 版）。臺北：心理。
張建成（2002 ）。批判的教育社會學研究。臺北市：學富。
張俊紳（1992）。教師發問技巧在教學上的功能及應用。國教之聲，25（3），28-32。
張春興（1988）。知之歷程與教之歷程：認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38頁。張新仁（1989）。學習策略訓練之初探。教育文粹，18，86-94頁。
張瓊文（2001）。同儕教導對國小聽覺障礙國語文學習成效之研究。國立嘉義大學國民教育研究所碩士論文，未出版，嘉義市。
莊明貞審閱（2007），Henry A. Giroux著。教師是知識份子。台北市：高等教育。
莊智偉（2007）。數學探究教學對高中數理資優生後設認知能力影響之研究。國立彰化師範大學科學教育研究所碩士論文，未出版，彰化市。
許永熹（1997）。同儕輔導的功能及兩種方案模式。學生輔導，52，43-51。
郭秀緞（2005a）。以認知負荷的觀點探討數學問題設計的適切性。教育研究，69-182。
郭秀緞（2005b）。以認知負荷理論探討數學問題設計與後設認知策略教學對國小高年級學生數學解題之影響。國立高雄師範大學教育學系博士論文，未出版，高雄市。陳李綢（1988）。學習策略的研究與教學。資優教育季刊，29，15-24頁。
陳明玲（2006）。以線上新聞閱讀教學提升國中生閱讀理解及後設認知能力之研究。國立東華大學教育研究所碩士論文，未出版，花蓮縣。
陳威良（2005）。從後設認知探討國小六年級學童科學表徵實務的發展歷程。國立台北師範學院自然科學教育研究所碩士論文，未出版，台北市。
陳國泰（1997）。錨式情境教學法的理論架構與應用。教育資料文摘，40（3），146-158 。
陳密桃（1990）。國民中小學生的後設認知及其閱讀理解之相關研究。國立政治大學教育研究所博士論文，未出版，高雄市。
單文經（1997）。同儕個別學習輔導的要領。學生輔導，52，25-34。
彭巧綾（2004）。運用認知學徒制於國小數學領域補救教學之行動研究。國立台北師範學院數理教育研究所，未出版，台北市。
彭秉權譯,Kanpol, B. 著（2005）。批判教育學的議題與趨勢。高雄:麗文。
甯自強（2002）。「建構式教學法」的教學觀—由根本建構主義的觀點來看。載於詹志禹主編，建構論—理論基礎與教育應用（頁286-294）。臺北：正中。程小蘋（1997）。同儕輔導實施之探討。學生輔導，52，35-42。
程志民、江怡編（2002）。當代西方哲學新詞典。長春：吉林人民出版社。
程諾蘭（1998）。黑格爾歷史哲學研究。東海大學哲學系博士論文，未出版，台中市。黃克文（1996）。認知負荷與個人特質及學習成就之關聯。國立台北師範學院國民教育研究所碩士論文，未出版，台北市。
黃政傑、林佩璇（1996）。合作學習。台北：五南。
黃界堯（2008）。情境式「認知學徒制」教學策略對高職學生物理運動概念學習成效的影響之研究。國立彰化師範大學物理學系物理教學碩士班碩士論文，未出版，彰化市。
黃郁倫譯（2012）。佐藤學著。學習革命：從教室出發的改變。台北市：天下雜誌。
黃庭康（2005）。葛蘭西：國家權力與文化霸權。載於蘇峰山主編：意識、權力與教育：教育社會學理論導讀，1-32。嘉義縣：南華大學教育社會學研究所。
黃國勳、劉祥通（2006）。一個情境認知取向教學活動的發展與實踐―以「因數大老二」為例。科學教育學刊，14（1），1-27。黃馨慧（2012）。日本學習共同體與臺灣教育的對話。擷取自http ： //school-lc.com/wp-content/uploads/tw
楊宗仁（1991）。後設認知的源起及其理論。資優教育季刊，38，16-25頁。
楊家興（1995）。情境教學理論與超媒體學習環境。教學科技與媒體，22，40-48。
楊深坑（1996）。理性的冒險、生命的行動及主體性的失落與拯救。教育研究集刊，37，20-38。
劉力為（2002）。比例單元的效益研究：結合認知師徒制、劇本與波利亞啟思法。國立臺灣師範大學科學教育研究所碩士論文，未出版，台北市。
劉國兆（2005）。「教師專業與教育改革─知識與權力的論述」，新好教師，40期，16-18。
劉錫麒（1995）。合作省思教學模式在國小數學教室中的協同行動研究。台北市，行政院國家科學委員會科學教育處，國立花蓮師範學院初等教育學系印行。
歐用生（2013）。學習的革命：本土實踐的反思。新北市教育－學習共同體特刊，4-16 。
歐雅萍（2002）。國小學童設計實驗能力與後設認知能力之相關研究。國立台北師範學院數理教育研究所碩士論文，未出版，台北市。
潘文福（2010）。建構互為主體性的教室觀察指標——詮釋的觀點。教育資料與研究，96，95-116。潘慧玲、李麗君、黃淑馨、余霖、薛雅慈（2014）。學習領導下的學習共同體手冊1.0版。台北市：學習領導與學習共同體計畫辦公室。
鄭晉昌（1993）。電腦輔助學習的新教學設計觀─認知學徒制。教育資料與圖書館學，31（1），55-66。薛雅明、徐玉瓊（2005）。影響案例式網路學習系統學習成效之研究。南大學報。40（1），175-192。謝州恩（2013）。鷹架理論的發展、類型、模式與 對科學教學的啟示。科學教育月刊，364，2-16。
簡紅珠（2007）。證據本位與教學研究。課程與教學季刊，10（2），53-63。簡惠燕（2000）。國小學童在科學問題解決過程中創造力與後設認知之相關研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東市。
簡頌沛、吳心楷 （2008)。高中實習教師的實務參與及身分變動：情境認知觀點的探討。科學教育學刊，16（2），215-237。蘇宜芬（1992）。後設認知訓練課程對國小低閱讀能力的閱讀理解與後設認知能力之影響。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。蘇郁雯（2003）。發展情境式資料處理科教材教法之教學網站－以認知學徒制為架構。國立彰化師範大學商業教育研究所碩士論文，未出版，彰化市。
蘇峰山（2003）。批判如何可能：關於傅柯批判哲學的一些爭議，教育與社會研究，5期，77-100。鐘予廷（2003）。「問思-解釋」教學方案對國小五年級學生後設認知、數學自我效能、與數學成績的影響。國立花蓮師範學院國民教育研究所碩士論文，未出版，花蓮市。
貳、英文部分
Allman, P., McLaren, P., & Rikowski, G. (2003). After the box people: The labor capital relation as class constitution- and its consequences for Marxist educational theory and human resistance. JCEPS, 1(1).
Andersen,C. (2000). Collaboration as argument. Presented at the meeting of the American Educational Research Association, New Orleans, LA, April.
Aronson, E. (1978). The jigsaw classroom. Beverly Hills: Sage.
Artzt, A. F. (2002). Becoming a reflective mathematics teacher. Lawrence Erlbaum Associates, London.
Aschermann, J. L. (2000). Children teaching and learning in peer collaborative interactions. Unpublished master’s thesis, Virginia Polytechnic Institute and State University.
Austin, J. R. (2000).Knowing what and whom other people know: Linking transactive memory with external connections in organizational groups. Academy of Management Proceedings. F1-F6.
Austin, J. R. (2003).Transactive memory in organizational groups: The effects of content, consensus, specialization, and accuracy on group performance.Journal of Applied Psychology (88:5). 866-878.
Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. J. Educ. Psychol. 72: 593-604.
Bereiter, C. & M. Scardamalia,(2002). Design Research for Sustained Innovation. Cognition Studies, Bulletin of the Japanese Cognition Science Society, 9(3),321-327.
Borich, G. D. ＆ Stollenwerk, D. A.(2003). Effective teaching methods. New York, NY: Merrill.
Borich, G. D. (1992). Effective teaching methods. New York, NY: Merrill.
Brandon, D. P., & Hollingshead, A. B. (2004). "Transactive memory systems in organizations: Matching tasks, expertise, and people," Organization Science, 15(6), 633-644.
Brown, A. L. & Campione J. C. (1990). Communities of learning and thinking, or a context by any other name. Developmental Perspectives on Teaching and Learning Thinking Skills, 21, 108-126.
Keen, M., Brown, VA, and Dyball, B., (2005). Social learning in environmental management: Towards a sustainable future. London, UK: Earthscan.
Brown, A., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp.188-228). Cambridge: Cambridge University Press.
Brown, J. S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Bruner, J. S. (1985). Vygotsky: a historical and conceptual perspective. In Wertsch, J. V. (ED.). Culture, communication, and cognition: Vygotskian perspectives (p.21-34). NY: Cambridge University Press.
Bruner, J. S. (1996). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
Chan, C. K. K., Burtis, P. J., Scardamalia, M., & Bereiter, C. (1992). Constructive Activity in Learning from Text. American Educational Research Journal, 29(1),97-118.
Chi, M. T. H., & VanLehn, K. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), 69-106.
Choi, T., & Robertson, P. J. (2008). Transactive memory systems and group performance: A simulation study of the role of shared cognition. Academy of Management Proceedings, 1-6.
Derry, S. J., & Lesgold, A. (1996). Toward a situated social practice model for instructional design. In Berliner, D. C. & Calfee, R. C. (Eds.) Handbook of educational psychology(pp. 787-806).New York: Macmillan.
Derry, S. J., DuRussel, L. A., & O’Donnell, A. M. (1998). Individual and distributed cognitions in interdisciplinary teamwork: A developing case study and emerging theory. Educational Psychology Review, 10, 25-56
Donald, M. (2007). The slow process: A hypothetical cognitive adaptation for distributed cognitive networks. Journal of Physiology (Paris), 101,214-222.
Donaldson, M. (1987). Children’s minds. London: Fontana.
Dror, I. E., & Harnad, S. (2008). Offloading cognition onto cognitive technology. In I.Dror & S. Harnad (Eds.), Cognition distributed: How cognitive technology extends our minds (pp. 1-23). Amsterdam, The Netherlands: John Benjamins.
Duranti, A. (2010). Husserl, intersubjectivity and anthropology. Anthropological Theory, 10(1), 1-20.
Eggen, P. & Kauchak, D. (1997). Educational psychology. New Jersey: Prentice Hall.
Ehly, S., & Larsen, S. (1980). Peer tutoring for individualized instruction. Boston: Allyn and Bacon.
Fitch, M. A. (1990). Peer training as a function of role playing and performance evaluation task: Effects on students course performance and satisfaction. Paper presented at the annual Meeting of the American Educational Research Association, Chicago.
Flanders N. A., (1970), Analyzing teaching behavior. Reading, MA: Addison-Wesley.
Flor, N. V. & Hutchins, E. L. (1991). Analyzing distributed cognition in software teams: A case study of team programming during perfective software maintenance. In Jurgen Koenemann-Belliveau, G. M, Thomas & P. R, Scott (Eds.) Empirical studies of programmers: Fourth workshop (pp. 36-63). Norwood, NJ: Ablex.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic.
Giere, R. N. (2007). Distributed cognition without distributed knowing. Social Epistemology, 21(3), 313–320.
Gillies. R. & Boyle. M. (2005). Teachers’ scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education. （33）3, p243-259.
Gillies. R. (2007). Cooperative Learning: Integrating Theory and Practice. SAGE.
Giroux, H. (1995). Talk radio, public intellectuals and right wing pedagogy. The Cultural Studies Times, 1, 3, Fall.
Goncu, A. (1993). Development of intersubjectivity in social pretend play. Human Development, 36, 185-198.
Goodlad, S., & Hirst, B. (1989). Peer tutoring: A guide to learning by teaching. London: Kogan Page.
Graesser, A.C., & Person, N. K (1994). Question asking during tutoring. Am. Educ. Res. J. 31: 104-137.
Grossen, M. (1998). La construction de l’intersubjectivite en situation de test. Cousset (Fribourg): Del Val.Grossen, M., & Perret-Clermont, A-N. (1994). Psychosocial perspective on cognitive development: Construction of adult-child intersubjectivity in logic tasks. In W. de Graaf & R. Maier (Eds.), Sociogenesis reexamined (pp. 243– 260). New York: Springer Verlag.
Halverson, R. R., & Clifford M. A. (2006). Evaluation in the wild: A distributed cognition perspective on teacher assessment. Educational Administration Quarterly, 42(4), 578-619.
Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed cognition: Toward a new foundation for human-computer interaction research, ACM Transactions on Computer-Human Interaction, 7(2), 174–196.
Hollingshed, A. B. (1998). Communication, learning, and retrieval in transactive memory systems. Journal of Experimental Social Psychology. (34:5). 423-442.
Holmberg, B., Shelley, M., & White, C. (2005). Distance education and languages: Evolution and change. Clevedon: Buffalo Multilingual Matters.
Hutchins, E. (1991). The Social organization of distributed cognition. In Lauren B. Resnick, John M. Levine, & Stephanie D. Teasley (Eds.) Perspectives on socially shared cognition (pp. 283-307). Washington, DC: American Psychological Association.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
Hutchins, E., & Klausen, T. (1996), Distributed cognition in an airline cockpit, In Y. Engeström & D. Middleton (Eds.) Cognition and communication at work (pp. 15-34.). New York: Cambridge University Press.
Kanawattanachai, P., & Yoo, Y. (2007). The impact of knowledge coordination on virtual team performance over time. MIS Quarterly, 31(4), 783–808.
Karasavvidis, I. (2002). Distributed Cognition and Educational Practice. Journal of Interactive Learning Research. 13(1/2), 11-29.
Kelson, A. C. M., & Distlehorst, L. H. (2000). Groups in problem-based learning (PBL): Essential elements in theory and practice. In D. H. Evensen & C. E.Hmelo (Eds.), Problem-based learning—A research perspective on learning interactions. NJ: Lawrence Erlbaum Associates.
King, A. (1989). Effects of self-questioning training on college students' comprehension lectures. Contemp. Educ. Psychol. 14: 1–16.
King, A. (1994a). “ASK Your Partner to THink—TEL WHY.” Unpublished materials, California State University San Marcos, San Marcos, CA.
King, A. (1994b). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. Am. Educ. Res. J. 30: 338–368.
King, A. (1997). ASK to THINK- TEL WHY: A model of transactive peer tutoring for scaffolding higher level complex learning. Educational Psychologist, 32(4), 221-235.
King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educational Psychology Review, 10(1), 54-74.
King, A. (1999) Discourse patterns for mediating peer learning, in: A. O’Donnell & A. King (Eds.) Cognitive perspectives on peer learning (pp.87–116). Mahwah, NJ: Lawrence Erlbaum Associates,
King, A. (2002). Structuring peer interaction to promote high-level cognitive processing, Theory into Practice, 41, 33–40.
King, A., & Rosenshine, B. (1993). Effects of guided cooperative questioning on children’s knowledge construction. Journal of Experimental Education, 61, 127-148.
King, A., Staffieri, A. & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning, Journal of Educational Psychology, 90, 134-152.
Kuhn, L., & Reiser, B. (2004). Students constructing and defending evidence-based scientific explanations. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallax, TX.
Lave & Wenger (1991). Situated learning: Legitimate peripheral participation. NY : Cambridge University Press.
Lepper, M. R., Aspinwall, L. G., Mumme, D. L., & Chabay, R.W. (1990). Self-perception and social-perception processes in tutoring: Subtle social control strategies of expert tutors. InJ. M. Olson & MP Zanna (Eds.), Self-inference processes: The Ontario Symposium ( pp. 217-237). Hillsdale, NJ: Lawrence Erlbaum Associates.Erlbaum, Hillsdale, NJ, pp. 217-237.
Lewis, K., (2003). Measuring Transactive Memory Systems in the Field: Scale Development and Validation. Journal of Applied Psychology.88(4), 587-604.
Lewis, K. (2004). Knowledge and performance in knowledge-worker teams: A longitudinal study of transactive memory systems. Management Science, 50(11), 1519-1533.
Lewis, K., Lange, D., & Gillis, L. (2005). Transactive memory systems, learning, and learning transfer. Organization Science, 16(6), 581-598.
Liang, D. W., Moreland, R., & Argote, L. (1995). Group versus individual training and group performance: The mediating role of transactive memory. Personality and Social Psychology Bulletin, 21(4), 384-393.
Ligorio, M. B. (2001). Integrating different formats of communication: synchronous versus asynchronous and text-based versus visual. Computers & Education, 2, 103–125.
Ligorio, M. B., & Van Veen, K. (2006). Strategies to build a cross-national virtual world. In AACE Journal, 14(2), 103–128.
Ligorio, M. B., Cesareni D. & Schwartz N. (2008). Collaborative virtual environments as means to increase the level of intersubjectivity in a distributed cognition system. Journal of Research on Technology in Education. 40(3), 339–357.
McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical education. Educational Theory, 48(4), 431-462.
Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom, British Educational Research Journal, 25, 95–112.
Merriam-Webster Online Dictionary. (2009). Tutor. Retrieved April 12, 2009, from http://www.merriam-webster.com/dictionary/tutor
Mohammed, S., & Dumville, B. C. (2001). Team mental models in a team knowledge framework: Expanding theory and measurement across disciplinary boundaries. Journal of Organizational Behavior, 22, 89–106.
Moschovich, J. N. (1996). Moving up and getting steeper: Negotiating shared descriptions of linear graphs. Journal of the Learning Sciences, 5(3), 239-277.
Muth. C. (2009). How to teach intersubjectivity. Journal of Social Work Practice, 23(2), 201-213.
Nanan, D.(1992). Research methods in language learning. New York, NY: Cambridge University Press.
Narciss, S., & Koerndle, H. (2008) Benefits and constraints of distributed cognition in foreign language learning: Creating a web-based tourist guide for London. Journal of Research on Technology in Education, 40 (3): 271-297.
Paas, F., Tuovinen, J. E., Tabbers, H., & van Gerven, P. W. M. (2003). Cognitive load measurement as means to advance cognitive load theory. Educational Psychologist, 38(1), 63-71.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-foster and comprehension -monitoring activities. Cognition and Instruction, 1, 117-175.
Pea, R. D. (1993). Practices of distributed intelligence and design for education. In G. Salomon (Ed.) Distributed cognition: Psychological and educational considerations. Cambridge, UK: Cambridge Univ. Press.
Pembroke,N.(2004). Working Relationships: Spirituality in the Human Services and Organisational life. London & Newyork: Jessica Kingsley.
Perkins, D. N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions: psychological and educational considerations (pp. 88-110). Cambridge University Press.
Piaget, J. (1937/71). The construction of reality in the child (trans. M. Cook). New York: Ballantine.
Resnick, M.(1997). Distributed Constructionism. Proceedings of the International Conference on the Learning Science. http://www.citeulike.org/user/clayfox/article/540431
Resnicks, L. B.(1987). Education and learning to think. Washington, DC: National Academy Press.
Rogers, Y., & Ellis, J. (1994). Distributed Cognition: An alternative framework for analyzing and explaining collaborative working. Journal of Information Technology, 9(2), 119-128.
Rogers, Y., (2005). An introduction to distributed cognition and communication. In Brown, Keith (Ed), The encyclopedia of language and linguistics. Oxford, UK: Elsevier, pp. 181–202.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rodriguez, A. J., & Kitchen, R. S. (2005). Preparing mathematics and science teachers for diverse classrooms : Promising strategies for transformative pedagogy. Mahwah, N.J.: Lawrence Erlbaum Associates.
Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up! Journal of teacher education, 37(1), 43-50.
Salomon, G. (1993). No distribution without individuals’ cognition: A dynamic interactional view. In G. Salomon (Ed), Distributed cognitions: psychological and educational considerations (pp. 111–138). Cambridge UK: Cambridge University Press.
Salomon, G., Perkins, D. N., & Globerson, T (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20, 2-9.
Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
Schmidt, H. G., & Moust, J. H. C. (2000). Factors affecting small-group tutorial learning: A review of research. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning—A research perspective on learning interactions. NJ: Lawrence Erlbaum Associates.
Stremmel, A. J., & Fu, V.R. (1993). Teaching in the zone of proximal development: Implications for responsive teaching practice. Child & Youth Care Forum, 22 (5), 327-350.
Susan, V.Z., & Elaine, B. (2002).Unlocking peer potential for tutoring. Education Digest, 67(5), 44-45.
Sweller, J., Van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998).Cognitive architecture and instructional design.EducationalPsychology Review, 10(3), 251-297.
Swing, S. Peterson , P. (1982). The relationship of student ability and small-group interaction to student achievement. American Educational Research Journal, 19, 259-274.
Thurston, A., Van De Keere, K., Kosack, W., Gatt, S., Marchal, J., Mestdagh, N., Schmeinck, D., Sidor, W., Topping, K.J. & Donert, K. (2007). Peer learning in primary school science: Theoretical perspectives and implications for classroom practice. Revista de Investigacion Psicoeducativa, 5(3), 477-496.
Topping, K. & Ehly, S. (1998). Introduction to peer-assisted learning. In K.Topping, & S. Ehly, (Eds.), Peer-assisted Learning (pp. 1-23). Mahwah, New Jersey: Lawrence Erlbaum Associates
Topping, K. (2000). Tutoring. Educational Practices Series-5. (ERIC Reproduction Service No. ED 447111).
Torres, C. A. (1998). Democracy, education, and multiculturalism: Dilemmas of citizenship in a global world. Comparative Education Review, 42(4), 421-447.
Tudge, J., & Winterhoff, P. (1993). Can young children benefit from collaborative problem solving? Tracing the effects of partner competence and feedback. Social Development, 2 (3), 242-259.
Velkley, R. L. (2006). On possessed individualism: Hegel, Socrate' daimon, and the modern state. The Review of Metaphysics, 59(3), 577-599.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process.Cambridge, MA: Harvard University Press.
Wallace, M.J. (1998). Action research for language teachers. New York, NY: Cambridge University Press.
Webb, N. M., & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Educational Research Journal, 31, 369–395.
Webb, N., Ender, P., & Lewis, S. (1986). Problem solving strategies and group processes in small group learning computer programming. American Educational Research Journal. 23,243-251.
Wegner, D. M. (1986). Transactive memory: A contemporary analysis of the group mind. In B. Mullen & G. R. Goethals (Eds.), Theories of group behavior (pp. 185-208). New York: Springer-Verlag.
Wenger, D. M., Erber, R., & Raymond, P. (1991). Transactive memory in close relationships. J. Person. Soc. Psychol. 61, 923-929.
Wood, T. (1999). Creating a context for argument in mathematics class. Journal for Research in Mathematics Education, 30(2), 171-191.
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100
Woolfolk, A. (2001). Educational psychology. London: Allyn & Bacon.
Xu, L., & Clarke, D. (2012). What Does Distributed Cognition Tell Us about Student Learning of Science? Research in Science Education. 42(3), 491-510.
Zhang, J., & Vimla, L. P. (2006). Distributed cognition, representation, and affordance. Pragmatics & Cognition, 14(2), 333-341.