<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000401353</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Fundamentos cognitivos y pedagógicos del aprendizaje activo]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fundamentos cognitivos e pedagógicos da aprendizagem ativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive and pedagogical foundations of active learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alomá Bello]]></surname>
<given-names><![CDATA[Melissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crespo Díaz]]></surname>
<given-names><![CDATA[Lenna María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Hernández]]></surname>
<given-names><![CDATA[Klency]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estévez Pérez]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Neurociencias de Cuba  ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Habana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>4</numero>
<fpage>1353</fpage>
<lpage>1368</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000401353&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000401353&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000401353&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Durante más de medio siglo un conjunto de teorías han postulado las ventajas del aprendizaje activo, y las implicaciones de este enfoque para la pedagogía, sin embargo, no se encontró suficiente información que abordara este tema de forma integral desde sus diferentes perspectivas investigativas. El artículo tiene el objetivo de exponer las teorías cognitivas y pedagógicas más reconocidas sobre el concepto aprendizaje activo, así como la aplicación práctica de estas en función del efecto positivo que tienen en la adquisición de conocimientos, con significativas ventajas en relación a las formas tradicionales de enseñanza. A partir de la aplicación de diferentes métodos teóricos como el histórico lógico, análisis documental, análisis y síntesis y el método sistémico estructural, se obtuvo como resultado la descripción de las ideas clásicas de Dewey, Montessori, Piaget y Vygotsky. Abordando además las teorías pedagógicas del aprendizaje activo: aprendizaje por descubrimiento, aprendizaje a través de la experiencia, aprendizaje por indagación y aprendizaje autorregulado; y también los más recientes enfoques cognitivos sobre el aprendizaje activo. El análisis investigativo mostró, que las teorías estudiadas muestran el efecto positivo que tiene el aprendizaje activo en la adquisición de conocimientos, así como sus ventajas en relación a formas tradicionales de enseñanza. Se llega al consenso que aprender de forma activa implica altos niveles de razonamiento y motivación, de lo que se deriva que sus impactos pudieran ser mayores en niveles superiores de instrucción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Por mais de meio século, um conjunto de teorias postulou as vantagens da aprendizagem ativa, e as implicações dessa abordagem para a pedagogia, no entanto, não foram encontradas informações suficientes para abordar essa questão de forma abrangente em suas diferentes perspectivas investigativas. O artigo tem como objetivo expor as teorias cognitivas e pedagógicas mais reconhecidas sobre o conceito de aprendizagem ativa, bem como sua aplicação prática com base no efeito positivo que têm na aquisição do conhecimento, com vantagens significativas em relação às formas tradicionais de aprendizagem. . A partir da aplicação de diferentes métodos teóricos como lógica histórica, análise documental, análise e síntese e o método sistêmico estrutural, obteve-se como resultado a descrição das ideias clássicas de Dewey, Montessori, Piaget e Vygotsky. Abordando também as teorias pedagógicas da aprendizagem ativa: aprendizagem pela descoberta, aprendizagem pela experiência, aprendizagem pela investigação e aprendizagem autorregulada; e também as abordagens cognitivas mais recentes para a aprendizagem ativa. A análise investigativa mostrou que as teorias estudadas mostram o efeito positivo que a aprendizagem ativa tem na aquisição do conhecimento, bem como suas vantagens em relação às formas tradicionais de ensino. Chega-se a um consenso de que a aprendizagem ativa implica altos níveis de raciocínio e motivação, de onde se conclui que seus impactos podem ser maiores em níveis mais altos de instrução.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT For more than half a century, a set of theories have postulated the advantages of active learning, and the implications of this approach for pedagogy, however, not enough information was found to address this issue comprehensively from its different investigative perspectives. The article aims to expose the most recognized cognitive and pedagogical theories on the concept of active learning, as well as their practical application based on the positive effect they have on the acquisition of knowledge, with significant advantages in relation to traditional forms of learning. teaching. From the application of different theoretical methods such as historical logic, documentary analysis, analysis and synthesis and the structural systemic method, the description of the classic ideas of Dewey, Montessori, Piaget and Vygotsky was obtained as a result. Also addressing the pedagogical theories of active learning: learning by discovery, learning through experience, learning by inquiry and self-regulated learning; and also, the most recent cognitive approaches to active learning. The investigative analysis showed that the theories studied show the positive effect that active learning has on the acquisition of knowledge, as well as its advantages in relation to traditional forms of teaching. Consensus is reached that active learning implies high levels of reasoning and motivation, from which it follows that its impacts could be greater at higher levels of instruction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[psicología cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[aprendizado ativo]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia cognitiva]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[cognitive psychology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Balim]]></surname>
<given-names><![CDATA[A. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effects of Discovery Learning on Students' Success and Success and Inquiry Learning Skills]]></article-title>
<source><![CDATA[Eurasian Journal of Educational Research]]></source>
<year>2009</year>
<volume>35</volume>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-Regulated Learning: A new concept embraced by researchers policy makers, educators, teachers, and students]]></article-title>
<source><![CDATA[Learning and instruccion]]></source>
<year>1997</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>161-86</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bonwell]]></surname>
<given-names><![CDATA[C. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Eison]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Active Learning; Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1]]></source>
<year>1991</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The act of discovery]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1961</year>
<volume>31</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-32</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Busch]]></surname>
<given-names><![CDATA[J. T. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Legare]]></surname>
<given-names><![CDATA[C. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using data to solve problems: Children reason flexibly in response to different kinds of evidence]]></article-title>
<source><![CDATA[Journal of Experimental Child Psychology]]></source>
<year>2019</year>
<volume>183</volume>
<page-range>172-88</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bush]]></surname>
<given-names><![CDATA[J. T. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Willard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Legare]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Explanation Scaffolds causal learning and problem solving in chilhood]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Saylor]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Ganea]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Active Learning from infancy to childhood]]></source>
<year>2018</year>
<page-range>113-25</page-range><publisher-name><![CDATA[Springer International Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Catherine]]></surname>
<given-names><![CDATA[L. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Javier]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Francisco]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Four Pillars of the Montessori Method and Their Support by Current Neuroscience]]></article-title>
<source><![CDATA[Mind, Brain, and Education]]></source>
<year>2020</year>
<volume>14</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>322-34</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coenen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Nelson]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Gureckis]]></surname>
<given-names><![CDATA[T. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Asking the right questions about the psychology of human inquiry: Nine open challenges]]></article-title>
<source><![CDATA[Psychonomic Bulletin and Review]]></source>
<year>2019</year>
<volume>26</volume>
<page-range>1548-87</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Democracy and education. An Introduction to the Philosophy of Education]]></source>
<year>1916</year>
<publisher-name><![CDATA[Morata, Ed.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Di Biase]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Moving beyond the teacher-centred/learner-centred dichotomy: implementing a structured model of active learning in the Maldives.]]></article-title>
<source><![CDATA[Compare: A Journal of Comparative and International Education]]></source>
<year>2019</year>
<volume>49</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>565-83</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Falkner]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Vivian]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2018</year>
<volume>123</volume>
<page-range>150-63</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González-Rivera]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rosario-Rodríguez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Torres-Rivera]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ortiz-Santiago]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Sepúlveda-López]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Tirado de Alba]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Malavé]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Incidencia Universitaria en las Actitudes hacia la Investigación: Adaptación de un Instrumento Breve]]></article-title>
<source><![CDATA[Revista Caribeña de Psicología]]></source>
<year>2021</year>
<volume>5</volume>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive science and Dewey's theory of mind, thought, and language]]></article-title>
<source><![CDATA[Embodied Mind, Meaning, and Reason]]></source>
<year>2021</year>
<page-range>37-56</page-range><publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kolb]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kolb]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Eight important things to know about the experiential learning cycle.]]></article-title>
<source><![CDATA[Australian educational leader]]></source>
<year>2018</year>
<volume>40</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>8-14</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Black]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Keselman]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Danielle]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Development of Cognitive Skills To Support Inquiry Learning.]]></article-title>
<source><![CDATA[Cognition and instruction]]></source>
<year>2000</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>495-523</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montessori]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Montessori Method]]></source>
<year>1912</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Frederick A. Stokes Company]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morris]]></surname>
<given-names><![CDATA[T. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiential learninga systematic review and revision of Kolb's model]]></article-title>
<source><![CDATA[Interactive Learning Environments]]></source>
<year>2020</year>
<volume>28</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1064-77</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nurdin]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Muh]]></surname>
<given-names><![CDATA[H. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Muhammad]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The implementation of inquiry-discovery learning]]></article-title>
<source><![CDATA[IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature]]></source>
<year>2019</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Piaget]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Play, dream and imitation]]></source>
<year>1962</year>
<publisher-name><![CDATA[The international library of Psychology]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosario-Rodríguez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Rivera]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cruz-Santos]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-Ríos]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Demandas Tecnológicas, Académicas y Psicológicas en Estudiantes Universitarios durante la Pandemia por COVID-19]]></article-title>
<source><![CDATA[Revista Caribeña de Psicología]]></source>
<year>2020</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>176-85</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruggeri]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Markant]]></surname>
<given-names><![CDATA[D. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Gureckis]]></surname>
<given-names><![CDATA[T. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bretzke]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Xu]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Memory enhancements from active control of learning emerge across development]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>2019</year>
<volume>186</volume>
<page-range>82-94</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruggeri]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Swaboda]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Sim]]></surname>
<given-names><![CDATA[Z. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gopnik]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Shake it baby, but only when needed: Preschoolers adapt their exploratory strategies to the information structure of the task.]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>2019</year>
<volume>193</volume>
<page-range>104013</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oranç]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruggeri]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Alexa, let me ask you something different Children's adaptive information search with voice assistants]]></article-title>
<source><![CDATA[Human Behavior and Emerging Technologies]]></source>
<year>2021</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>595-605</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schulz]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Wu]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Meder]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruggeri]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Searching for rewards like a child means less generalization and more directed exploration]]></article-title>
<source><![CDATA[Psychological Science]]></source>
<year>2018</year>
<volume>30</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>1561-72</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sebesta]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bray]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.]]></article-title>
<source><![CDATA[Life Sciences Education]]></source>
<year>2017</year>
<volume>16</volume>
<numero>30</numero>
<issue>30</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sternberg]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Theories of intelligence]]></source>
<year>2018</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ellizar]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Hardeli]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Beltris]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Suharni]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of scientific approach based on discovery learning module]]></article-title>
<source><![CDATA[IOP Conference Series: Materials Science and Engineering]]></source>
<year>2018</year>
<volume>335</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>012101</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vasilyeva]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruggeri]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Lombrozo]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When and How Children Use Explanations to Guide Generalizations]]></article-title>
<source><![CDATA[Cognitive development]]></source>
<year>2018</year>
<volume>61</volume>
<page-range>101-14</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mind in Society: The Development of Higher Psychologcal Processes]]></source>
<year>1978</year>
<page-range>174</page-range><publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[J. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychology as the behaviorist views it]]></article-title>
<source><![CDATA[Psychological Review]]></source>
<year>1913</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>158-77</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Young]]></surname>
<given-names><![CDATA[M. F.]]></given-names>
</name>
<name>
<surname><![CDATA[McNeese]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A situated cognition approach to problem solving]]></article-title>
<source><![CDATA[Local applications of the ecological approach to human-machine systems]]></source>
<year>2018</year>
<page-range>359-91</page-range><publisher-name><![CDATA[CRC Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zheng]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Tian]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cui]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effectiveness of integrating mobile devices with inquiry-based learning on students' learning achievements: a meta-analysis.]]></article-title>
<source><![CDATA[International Journal of Mobile Learning and Organisation]]></source>
<year>2018</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>77-95</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
