Constructivist Learning Approaches Do Not Necessarily Promote Immediate Learning Outcome or Interest in Science Learning
Author:
Funder
The Education University of Hong Kong
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s40299-024-00893-8.pdf
Reference71 articles.
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2. Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52–81. https://doi.org/10.1097/00001888-199301000-00012
3. Annisa, A., & Sutapa, P. (2019). Scaffolding strategies to increase children science interest. Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018), 296, 279–284. https://doi.org/10.2991/icsie-18.2019.50
4. Araz, G., & Sungur, S. (2007). Effectiveness of problem-based learning on academic performance in genetics. Biochemistry and Molecular Biology Education, 35(6), 448–451. https://doi.org/10.1002/bmb.97
5. Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
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