Výsledky vyhledávání - "Evrim Erbilgin"

Akademický článek

Impacts of Teachers’ Mindsets on Their Ways of Teaching Students in High Needs Schools

Autor: Serigne Mbaye Gningue, Gaoyin Qian, Jennifer M. Robinson, Evrim Erbilgin

Publikováno v: SAGE Open, Vol 14 (2024)

This study sought to examine the kinds of mindsets that the participating teachers demonstrated in their teaching and the impact of teachers’ mindsets on their ways of teaching mathematics and science. Seven teachers who were teaching science or ma

Externí odkaz: https://doaj.org/article/88b3e1a3d6b7418eb24b35c2395ce6c4

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Akademický článek

2023 October Issue

Autor: Evrim Erbilgin

Publikováno v: Araştırma Temelli Etkinlik Dergisi, Vol 13, Iss 2 (2023)

Externí odkaz: https://doaj.org/article/00fdbc0639e1420f9d2554b2d6503f56

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Akademický článek

A subtraction game to scaffold primary students’ word problem solving skills

Autor: Evrim Erbilgin, Gregory Michael Adam Macur

Publikováno v: Journal on Mathematics Education, Vol 13, Iss 2, Pp 307-322 (2022)

Solving arithmetic word problems has been a challenge for primary students due to difficulties in understanding the problem structure and relating the quantities in the problem to each other. This paper reports on an action research study to enhance

Externí odkaz: https://doaj.org/article/6ffd5e235ea242e795de4d62d9bd8c64

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Akademický článek

2023 April Issue

Autor: Evrim Erbilgin

Publikováno v: Araştırma Temelli Etkinlik Dergisi, Vol 13, Iss 1 (2023)

Externí odkaz: https://doaj.org/article/b7c1b8eb48354368b7aeb4f24a3183ff

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Akademický článek

2022 October Issue

Autor: Evrim Erbilgin

Publikováno v: Araştırma Temelli Etkinlik Dergisi, Vol 12, Iss 2 (2022)

Externí odkaz: https://doaj.org/article/c43a9b0ce70b4aa791efc11cea14eed5

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Akademický článek

Exploring the Type and Quality of Peer Feedback in a Graduate-Level Blended Course

Autor: Evrim Erbilgin, Jennifer M. Robinson, Adeeb M. Jarrah, Jason D. Johnson, Serigne M. Gningue

Publikováno v: Education Sciences, Vol 13, Iss 6, p 548 (2023)

Most blended graduate courses engage students in peer feedback activities based on sociocultural theories of learning. Despite its growing importance, little is known about the quality and type of feedback that graduate students provide to their peer

Externí odkaz: https://doaj.org/article/ad892e7c582e4d07b626c130d788e3f0

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