Transitioning from Individuals to Groups in Knowledge Map Construction
Author:
Publisher
Springer Science and Business Media LLC
Subject
Computer Science Applications,Human-Computer Interaction,Education,Mathematics (miscellaneous)
Link
https://link.springer.com/content/pdf/10.1007/s10758-023-09651-z.pdf
Reference61 articles.
1. Ballard, J., & Mooring, S. R. (2021). Cleaning our world through green chemistry: Introducing high school students to the principles of green chemistry using a case-based learning module. Journal of Chemical Education, 98(4), 1290–1295. https://doi.org/10.1021/acs.jchemed.9b00312
2. Burns, H. (2022). Imagining imagination: Towards cognitive and metacognitive models. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2022.2059547
3. Cacciamani, S., Perrucci, V., & Fujita, N. (2021). Promoting students’ collective cognitive responsibility through concurrent, embedded and transformative assessment in blended higher education courses. Technology, Knowledge and Learning, 26, 1169–1194. https://doi.org/10.1007/s10758-021-09535-0
4. Cline, B. E., Brewster, C. C., & Fell, R. D. (2010). A rule-based system for automatically evaluating student concept maps. Expert Systems with Applications, 37(3), 2282–2291. https://doi.org/10.1016/j.eswa.2009.07.044
5. Dayu, D. P. K., Pratiwi, C. P., & Hakim, P. R. (2022). Problem-based learning model to increase students’ critical thinking. Jurnal Basicedu, 6(3), 4671–4680. https://doi.org/10.31004/BASICEDU.V6I3.2842
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