Effects of technology-enhanced constructivist learning on science achievement of students with different cognitive styles
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
http://link.springer.com/content/pdf/10.1007/s10639-021-10427-0.pdf
Reference59 articles.
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3. Angeli, C., & Valanides, N. (2004). Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software. Educational Technology Research and Development, 52(4), 23–36.
4. Angeli, C., Valanides, N., & Kirschner, P. (2009). Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool. Computers in Human Behavior, 25(6), 1355–1366.
5. Aydin, F. (2015). The relationship between pre-service science teachers’ cognitive styles and their cognitive structures about technology. Research in Science & Technological Education, 33(1), 88–110.
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