Zobrazeno 1 - 10
of 104
pro vyhledávání: '"student-generated questions"'
Autor:
李冠儀 Guan-Yi Lee, 于富雲 Fu-Yun Yu
Publikováno v:
Journal of Research in Education Sciences, Vol 69, Iss 2, Pp 173-208 (2024)
目前理論及實證研究多支持筆記撰寫的學習效益及其結合學生出題策略之教育潛能，然而，現有研究在學科領域運用以及高層次認知能力與情意層面效能的瞭解尚不足。有鑑於此，本研究鎖
Externí odkaz:
https://doaj.org/article/59341943d6fc43e2bf370504f8481a01
Autor:
Larry Katz, Dave Carlgren, Cory Wright-Maley, Megan Hallam, Joan Forder, Danielle Milner, Lisa Finestone
Publikováno v:
Canadian Journal for the Scholarship of Teaching and Learning, Vol 15, Iss 2 (2024)
Student-generated questions can be an effective study technique to improve active learning, metacognitive skills, and performance on examinations. Students have shown greater success when assessed using peer-made study questions than when studying wi
Externí odkaz:
https://doaj.org/article/5b8a21a51fca4693a0a9f4fce4951104
Autor:
Heather A. McQueen, Nick Colegrave
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-13 (2022)
Abstract Background Quectures are flipped lectures with embedded ‘quecture questions’, which employ metacognitive reflection as an active learning intervention. Quecture questions are students’ own questions, identified and constructed by stude
Externí odkaz:
https://doaj.org/article/6643ceb058144586a00180bccd963a87
Autor:
Fu-Yun Yu, Wen-Wen Cheng
Publikováno v:
Research and Practice in Technology Enhanced Learning, Vol 17, Iss 1, Pp 1-15 (2022)
Abstract This study aims to examine if and how academic achievement and gender group composition affect the quality of online SGQ and the use patterns of procedural prompts provided to support SGQ activities. Forty-one university sophomores enrolled
Externí odkaz:
https://doaj.org/article/0b15491e9c3e42ed9a519c4c01203c75
Publikováno v:
Canadian Journal of Learning and Technology, Vol 48, Iss 2 (2023)
The role of questions in student learning is well recognized. However, the controversial issue of who should pose questions that direct inquiry continues: teachers or students? One perspective advocates that teachers generate questions as it assumes
Externí odkaz:
https://doaj.org/article/cc85d94b0e10443292d35c04699adc85
Akademický článek
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Akademický článek
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Akademický článek
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Autor:
Rika Riwayatiningsih
Publikováno v:
Metathesis: Journal of English Language, Literature, and Teaching, Vol 3, Iss 2, Pp 203-213 (2019)
Driving students to be a critical thinker in their process of writing is hardly a challenge. As an effective process of writing depend on how well they develop their critical thinking skills, helping them build the critical thinking in writing is con
Externí odkaz:
https://doaj.org/article/13296eb6ff304465b9c3b92ecb300229
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 15, Iss 1 (2021)
This action research study presents the findings of using a formative assessment strategy in an online mathematic course during the world-wide outbreak of Covid-19 at the University of Passau, Germany. The main goals of this study were (a) to enhance
Externí odkaz:
https://doaj.org/article/6d5a4267e70a49918b51ea13aa93fb5e