| Chapter 3: Rethinking transfer: A simple proposal with multiple implications JD Bransford, DL Schwartz Review of research in education 24 (1), 61-100, 1999 | 3055 | 1999 |
| Doing with understanding: Lessons from research on problem-and project-based learning BJS Barron, DL Schwartz, NJ Vye, A Moore, A Petrosino, L Zech, ... Learning through problem solving, 271-311, 2014 | 2323 | 2014 |
| A time for telling DL Schwartz, JD Bransford Cognition and instruction 16 (4), 475-5223, 1998 | 1657 | 1998 |
| Efficiency and innovation in transfer DL Schwartz, JD Bransford, D Sears Transfer of learning from a modern multidisciplinary perspective 3 (1), 1-51, 2005 | 1204* | 2005 |
| Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction DL Schwartz, T Martin Cognition and instruction 22 (2), 129-184, 2004 | 1087 | 2004 |
| Give your ideas some legs: the positive effect of walking on creative thinking. M Oppezzo, DL Schwartz Journal of experimental psychology: learning, memory, and cognition 40 (4), 1142, 2014 | 861 | 2014 |
| Technology support for complex problem solving: From SAD environments to AI. G Biswas, D Schwartz, J Bransford The MIT Press, 2001 | 791* | 2001 |
| The emergence of abstract representations in dyad problem solving DL Schwartz The journal of the learning sciences 4 (3), 321-354, 1995 | 672 | 1995 |
| Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. DL Schwartz, CC Chase, MA Oppezzo, DB Chin Journal of educational psychology 103 (4), 759, 2011 | 593 | 2011 |
| Toward the development of flexibly adaptive instructional designs DL Schwartz, X Lin, S Brophy, JD Bransford Instructional-design theories and models, 183-213, 2013 | 588 | 2013 |
| Learning theories and education: Toward a decade of synergy J Bransford, N Vye, R Stevens, P Kuhl, D Schwartz, P Bell, A Meltzoff, ... Handbook of Educational Psychology (2nd Edition), 95 pages, 2005 | 549 | 2005 |
| Parallel prototyping leads to better design results, more divergence, and increased self-efficacy SP Dow, A Glassco, J Kass, M Schwarz, DL Schwartz, SR Klemmer ACM Transactions on Computer-Human Interaction (TOCHI) 17 (4), 1-24, 2010 | 469 | 2010 |
| Toward teachers’ adaptive metacognition X Lin, DL Schwartz, G Hatano Computers as Metacognitive Tools for Enhancing Learning, 245-255, 2018 | 436 | 2018 |
| Physically distributed learning: Adapting and reinterpreting physical environments in the development of fraction concepts T Martin, DL Schwartz Cognitive science 29 (4), 587-625, 2005 | 434 | 2005 |
| Teachable agents and the protégé effect: Increasing the effort towards learning CC Chase, DB Chin, MA Oppezzo, DL Schwartz Journal of science education and technology 18, 334-352, 2009 | 433 | 2009 |
| Shuttling between depictive models and abstract rules: Induction and fallback DL Schwartz, JB Black Cognitive science 20 (4), 457-497, 1996 | 416 | 1996 |
| Scientific and pragmatic challenges for bridging education and neuroscience S Varma, BD McCandliss, DL Schwartz Educational researcher 37 (3), 140-152, 2008 | 391 | 2008 |
| Software for managing complex learning: Examples from an educational psychology course DL Schwartz, S Brophy, X Lin, JD Bransford Educational Technology Research and Development 47 (2), 39-59, 1999 | 270 | 1999 |
| Foundations and opportunities for an interdisciplinary science of learning J Bransford, B Barron, RD Pea, A Meltzoff, P Kuhl, P Bell, R Stevens, ... The Cambridge handbook of the learning sciences, 39-77, 2005 | 246 | 2005 |
| SMART environments that support monitoring, reflection, and revision NJ Vye, DL Schwartz, JD Bransford, BJ Barron, L Zech Metacognition in educational theory and practice, 319-360, 1998 | 230* | 1998 |
