Enkele wetenschappelijke publicaties

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 46(2), 75-86.
  • Kirschner, P. A., & Karpinski, A. (2010). Facebook® and academic performance. Computers in Human Behavior 26, 1237-1245.
  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A Review of the Research. Computers in Human Behavior, 19, 335-355.
  • Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1-10.
  • Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 1-15.
  • Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive-load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31-42.
  • Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13, 213-233.
  • Kirschner, P. A., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47-66.
  • Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers and Education, 106, 166-171.
  • Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teacher and Teacher Education, 67, 135-142.
  • Hartman, J. R., Nelson, E. A. & Kirschner, P. A. (2022). Improving student success in chemistry through cognitive science. Foundations of Chemistry, 24, 239–261.
  • Hartman, J. R., Hart, S., Nelson, E. A., & Kirschner, P. A. (2023). Designing mathematics standards in agreement with science. International Electronic Journal of Mathematics Education, 18(3), em0739.
  • Kirschner, P. A., Park, B., Malone, S., & Jarodzka, H. (2023). Towards a cognitive theory of multimedia assessment (CTMMA). In M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (pp. 153-176). Cham, Switzerland: Springer International Publishing AG. Here/Hier