Teaching Operations Research: Lessons from Cognitive Psychology

Published Online:https://doi.org/10.1287/inte.28.2.104

References

  • Andre Thomas, Phye Gary D., Phye Gary D., Andre Thomas. Cognition, learning, and education. Cognitive Classroom Learning (1986) (Academic Press, New York) 1–19Google Scholar
  • Fellers Jack W. People skills: Using the cooperative learning model to teach students “people skills”. Interfaces (1996) 26(5, September–October):42–49LinkGoogle Scholar
  • Hong EunSook, O'Neil Harold F. Instructional strategies to help learners build relevant mental models in inferential statistics. J. Educational Psych. (1992) 84(2):150–159CrossrefGoogle Scholar
  • Howell K. C. Introducing cooperative learning into a dynamics lecture class. J. Engrg. Ed. (1996) 85(1, January):69–76CrossrefGoogle Scholar
  • Johnson David W., Johnson Roger T., Smith Karl A.Active Learning: Cooperation in the College Classroom (1991) (Interaction Book Company, Edina, Minnesota) Google Scholar
  • Kulhavy Raymond W., Schwartz Neil H., Peterson Sarah, Phye Gary D., Andre Thomas. Working memory: The encoding process. Cognitive Classroom Learning (1986) (Academic Press, New York) 115–136Google Scholar
  • Liebman Judith S. New approaches in operations research education. Internat. Trans. Oper. Res. (1994) 1(2):189–196CrossrefGoogle Scholar
  • Liebman Judith S. Promoting active learning during lectures. OR/MS Today (1996) 23(6, December):8Google Scholar
  • Meyers Chet, Jones Thomas B.Promoting Active Learning: Strategies for the College Classroom (1991) (Jossey-Bass Publishers, San Francisco, California) Google Scholar
  • Paas Fred G. W. C. Training strategies for attaining transfer of problem-solving skills in statistics: A cognitive load approach. J. Educational Psych. (1992) 84(4):429–434CrossrefGoogle Scholar
  • Reisberg Daniel. Cognition: Exploring the Science of the Mind (1997) (W. W. Norton and Company, New York) Google Scholar
  • Richards Larry G., Gorman Michael, Scherer William T., Landel Robert D. Promoting active learning with cases and instructional modules. J. Engrg. Ed. (1995) 84(4, October):375–381CrossrefGoogle Scholar
  • Sweller John, Chandler Paul. Why some material is difficult to learn. Cognition and Instruction (1994) 12(3):185–233CrossrefGoogle Scholar
  • West Charles K., Farmer James A., Wolff Phillip M.Instructional Design: Implications from Cognitive Science (1991) (Allyn and Bacon, Boston, Massachusetts) Google Scholar
INFORMS site uses cookies to store information on your computer. Some are essential to make our site work; Others help us improve the user experience. By using this site, you consent to the placement of these cookies. Please read our Privacy Statement to learn more.