The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain-Reference-Cited by-同舟云学术

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The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain

Published:2013-01-10 Issue:6 Volume:41 Page:1127-1140
ISSN:0020-4277
Container-title:Instructional Science
language:en
Short-container-title:Instr Sci

Author:

Leppink Jimmie,Broers Nick J.,Imbos Tjaart,van der Vleuten Cees P. M.,Berger Martijn P. F.

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/content/pdf/10.1007/s11251-013-9268-3.pdf

Reference33 articles.

1. Aleven, V., & Koedinger, K. R. (2002). An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147–179.

2. Broers, N. J. (2002). Selection and use of propositional knowledge in statistical problem solving. Learning and Instruction, 12, 323–344.

3. Broers, N. J. (2008). Helping students to build a conceptual understanding of elementary statistics. The American Statistician, 62, 1–6.

4. Broers, N. J. (2009). Using propositions for the assessment of structural knowledge. Journal of Statistics Education, 17, 1–19.

5. Broers, N. J., & Imbos, Tj. (2005). Charting and manipulating propositions as methods to promote self-explanation in the study of statistics. Learning and Instruction, 15, 517–538.

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1. Helping medical students in their study of statistics: A flexible approach;Journal of Taibah University Medical Sciences;2017-02

2. Effects of pairs of problems and examples on task performance and different types of cognitive load;Learning and Instruction;2014-04

3. The Effect of Guidance in Problem-Based Learning of Statistics;The Journal of Experimental Education;2013-09-05

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