Zobrazeno 1 - 5
of 5
pro vyhledávání: '"John Vulic"'
Publikováno v:
Education Sciences, Vol 14, Iss 5, p 551 (2024)
Our study employs multi-level agent-based modeling and computational techniques to explore education as a complex system. With an underlying focus that education should be underpinned by a scientific understanding of student learning, we created comp
Externí odkaz:
https://doaj.org/article/231f7befb9594376a0a8c49d0eece5e1
Autor:
Roberto A. Abreu-Mendoza, Arthur B. Powell, Ann Renninger, Luis M. Rivera, Stephen A. Weimar, John Vulic, Miriam Rosenberg-Lee
Publikováno v:
Cognitive Psychology. 143:101575
Early emerging nonsymbolic proportional skills have been posited as a foundational ability for later fraction learning. A positive relation between nonsymbolic and symbolic proportional reasoning has been reported, as well as successful nonsymbolic t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::84282d095b1fb547f173b5c367c4f943
https://doi.org/10.1016/j.cogpsych.2023.101575
https://doi.org/10.1016/j.cogpsych.2023.101575
Publikováno v:
Australian Journal of Mechanical Engineering. 19:163-172
Our MOOC on Engineering Mechanics aims to develop in our learners ‘Engineers’ eyes’. Over 50 small videos support three interdependent strands: experiments that learners can do themselves; classica...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::88263a6e09e77ad2d37c9f56a857d76e
https://doi.org/10.1080/14484846.2019.1596049
https://doi.org/10.1080/14484846.2019.1596049
Autor:
John Vulic
Publikováno v:
Proceedings of the 2021 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f2c017cdeed024d3e2ab445510d1d9d4
https://doi.org/10.3102/1688112
https://doi.org/10.3102/1688112
Autor:
John Vulic
Publikováno v:
Proceedings of the 2019 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::04b75afd7685d127a220fe6671d82474
https://doi.org/10.3102/1444475
https://doi.org/10.3102/1444475