Zobrazeno 1 - 10
of 99
pro vyhledávání: '"Fien Depaepe"'
Autor:
Siem Buseyne, Amelie Vrijdags, Sameh Said-Metwaly, Thierry Danquigny, Jean Heutte, Fien Depaepe, Annelies Raes
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
The objective of this study is to explore the relationship between personality and peer-rated team role behavior on the one hand and team role behavior and verbal behavior on the other hand. To achieve this, different data types were collected in fif
Externí odkaz:
https://doaj.org/article/ae403a03534c4c4fb4719e6a6c455a49
Publikováno v:
Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, Vol 11, Iss 1, Pp 179-201 (2024)
History museums offer a wide range of possibilities to engage students in learning about the past, as well as about history. When compared to scholarly research on other types of museums, their educational promises are underexposed. Within these prom
Externí odkaz:
https://doaj.org/article/de7da1056c734c5389ad019160fa9c3b
Publikováno v:
Journal of Numerical Cognition, Vol 9, Iss 3, Pp 380-397 (2023)
Math anxiety (MA) is an important affective factor that contributes to individuals’ math proficiency. While self-reports are commonly used to measure MA, a number of limitations are inherently connected to this measuring method. Physiological respo
Externí odkaz:
https://doaj.org/article/23798800ad0a4efdab1eaf963a863eda
Publikováno v:
International Journal of Serious Games, Vol 10, Iss 4 (2023)
Adaptive digital games for learning have been introduced as a motivating way for children to learn as they can provide instant feedback, embed the learning content in an attractive narrative, and adapt instruction according to individual needs of stu
Externí odkaz:
https://doaj.org/article/18caace2b5bf47e99e3c7c0d15ba25c1
Publikováno v:
Journal of Intelligence, Vol 12, Iss 2, p 14 (2024)
It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (Mage = 10.9 years) completed q
Externí odkaz:
https://doaj.org/article/cf2ac5bf92be455eb997ad48827a31b7
Publikováno v:
Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, Vol 9, Iss 1, Pp 196-219 (2022)
History teachers’ epistemological beliefs are considered to be greatly influential on their instructional practice and a necessary requirement to foster their students’ historical thinking skills. In examining this relationship, two issues arise.
Externí odkaz:
https://doaj.org/article/317a2d8898d9452dbd5aa18f85044c15
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
Math anxiety (MA; i.e., feelings of anxiety experienced when being confronted with mathematics) can have negative implications on the mental health and well-being of individuals and is moderately negatively correlated with math achievement. Neverthel
Externí odkaz:
https://doaj.org/article/4a666c29bd4e45379b65b25374426164
Publikováno v:
Education Sciences, Vol 13, Iss 4, p 349 (2023)
Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Noneth
Externí odkaz:
https://doaj.org/article/c8e944e4b9834a758a90bb54a83ad73f
Autor:
Haydée De Loof, Stijn Ceuppens, Jolien De Meester, Leen Goovaerts, Lieve Thibaut, Mieke De Cock, Wim Dehaene, Fien Depaepe, Heidi Knipprath, Jelle Boeve-de Pauw, Peter Van Petegem
Publikováno v:
Education Sciences, Vol 13, Iss 3, p 249 (2023)
The awareness that many problems in our society are interdisciplinary in nature and require the integration of multiple STEM (Science, Technology, Engineering, Mathematics) concepts to solve them has given rise to a new instructional approach, called
Externí odkaz:
https://doaj.org/article/f6881eb24d4c44f08281f076107139d7
Publikováno v:
Interaction Design and Architecture(s), Iss 45, Pp 155-176 (2020)
Digital personalised learning is on the agenda in national educational policy programmes across the world. In Flanders, (Belgium), it is the central goal of the i-Learn programme. One of the educational challenges of this form of learning is to devel
Externí odkaz:
https://doaj.org/article/9772f037f31745e3b523fdb0bdf910cf