Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course
Author:
Funder
Ministry of Science and Technology, Taiwan
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-021-10062-z.pdf
Reference89 articles.
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2. Angeli, C., & Valanides, N. (2020). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105, 105954.
3. Arikan, S., Erktin, E., & Pesen, M. (2020). Development and validation of a STEM competencies assessment framework. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-020-10132-3
4. Auttawutikul, S., Wiwitkunkasem, K., & Smith, D. R. (2014). Use of weblogs to enhance group learning and design creativity amongst students at a Thai University. Innovations in Education and Teaching International, 51(4), 378–388.
5. Barlow, A., & Brown, S. (2020). Correlations between modes of student cognitive engagement and instructional practices in undergraduate STEM courses. International Journal of STEM Education, 7(1), 1–15.
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