Zobrazeno 1 - 10
of 31
pro vyhledávání: '"Josip Sliško"'
Autor:
Estela Juárez-Ruiz, Josip Sliško
Publikováno v:
Education Sciences, Vol 14, Iss 3, p 224 (2024)
This study explores the epistemological framings of undergraduate students when solving an area problem of a degenerate triangle, without or with a triangle drawing. Through mixed research with a triangulation design, the resolution processes and res
Externí odkaz:
https://doaj.org/article/04dd611170b34bd3a2bf9b0ac989985c
Publikováno v:
Studia Psychologica, Vol 64, Iss 3 (2022)
In this study, we investigated the hypothesis that deliberative responders are at metacognitive advantage in comparison with intuitive responders because they are aware that there exists an appealing, but incorrect response, and that many would proba
Externí odkaz:
https://doaj.org/article/63854bc8e7384604b31ccc112c47e194
Publikováno v:
Mathematics, Vol 10, Iss 14, p 2428 (2022)
Students’ graph understanding was chosen for the research because teachers, especially physics teachers, tend to use graphs as a second language, assuming that their students can extract most of the information from them. This research aims to dete
Externí odkaz:
https://doaj.org/article/6f20961de1824c6792bfed5323d641b6
Publikováno v:
Scientia in Educatione, Vol 8, Iss 0 (2017)
In the process of analyzing students’ explanations and predictions for interaction between brightness enhancement film and beam of white light, a need for objective and reliable assessment instrumentarose. Consequently, we developed a codingscheme
Externí odkaz:
https://doaj.org/article/4ab6d089088b44a6bff7986498d85c56
Autor:
Josip Sliško
Publikováno v:
Scientia in Educatione, Vol 8, Iss 0 (2017)
It is now well known that carefully designed sequences of active physics learning support students’ comprehension of physical concepts and laws. If only this were its effect, active learning should replace lecture-based teaching and passive studen
Externí odkaz:
https://doaj.org/article/1fc976ebef5b4f4f9c12ec1ad9562214
Autor:
Zalkida Hadžibegović, Josip Sliško
Publikováno v:
Center for Educational Policy Studies Journal, Vol 3, Iss 3 (2013)
Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is i
Externí odkaz:
https://doaj.org/article/084f3fff78dd429ca186d6b0e53e7bf7
Publikováno v:
Center for Educational Policy Studies Journal, Vol 3, Iss 3 (2013)
The transfer of knowledge is considered to be a fundamental goal of education; therefore, knowing and understanding the conditions that influence the efficiency of the transfer from learning activity to problem solving play a decisive role in the imp
Externí odkaz:
https://doaj.org/article/ea0b2710dbac4d76b6bce42ebc89a45d
Autor:
Mirko Marušić, Josip Sliško
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 8, Iss 1 (2012)
During a one-semester-long research project with high school students, we deployed and gauged efficiency of two different reform teaching methods: reading, presenting, and questioning (RPQ) and experimenting and discussion (ED). In this paper we repo
Externí odkaz:
https://doaj.org/article/40a82cc22d2446b0a54a447df55b9dbc
Autor:
Mirko Marušić, Josip Sliško
Publikováno v:
Revista Brasileira de Ensino de Física, Vol 34, Iss 3, Pp 1-11
A two-question survey has been prepared for and applied in this research with aim to assess the relative efficiency of two different teaching methods, called Reading, Presenting and Questioning (RPQ) and Experimenting and Discussion (ED), in changing
Externí odkaz:
https://doaj.org/article/083759eadf954abcb6a1c82d077fd72b
Autor:
Ljerka Jukić Matić, Josip Sliško
Publikováno v:
International Journal of Mathematical Education in Science and Technology. :1-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9051afde77594de47090cddad2d93c5c
https://doi.org/10.1080/0020739x.2022.2129496
https://doi.org/10.1080/0020739x.2022.2129496