Evaluating the Impact of the Curriculum Structure on Group Metacognition During Collaborative Problem-solving Using Educational Robotics
Author:
Funder
Horizon 2020
Publisher
Springer Science and Business Media LLC
Subject
Computer Science Applications,Education
Link
https://link.springer.com/content/pdf/10.1007/s11528-022-00738-5.pdf
Reference39 articles.
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2. Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307–359. https://doi.org/10.1207/S15327809JLS1203_1
3. Van der Stel, M., & Veenman, M. V. (2010). Development of metacognitive skillfulness: A longitudinal study. Learning and Individual Differences, 20(3), 220–224. https://doi.org/10.1016/j.lindif.2009.11.005
4. Barrows, H. S. (1996). Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12.
5. Biasutti, M., & Frate, S. (2018). Group metacognition in online collaborative learning: Validity and reliability of the group metacognition scale (GMS). Educational Technology Research and Development, 66(6), 1321–1338. https://doi.org/10.1007/s11423-018-9583-0
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