Exploring the effect of directive and reflective feedback on elementary school students’ scientific conceptual understanding, epistemological beliefs, and inquiry performance in online inquiry activities-Reference-Cited by-同舟云学术

Exploring the effect of directive and reflective feedback on elementary school students’ scientific conceptual understanding, epistemological beliefs, and inquiry performance in online inquiry activities

Published:2024-05-23 Issue: Volume: Page:
ISSN:0157-244X
Container-title:Research in Science Education
language:en
Short-container-title:Res Sci Educ

Author:

Zheng Yafeng,Sun Shebing,Yang Yang,Xu Chang^ORCID

Funder

National Natural Science Foundation of China

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s11165-024-10171-8.pdf

Reference59 articles.

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4. Attali, Y., & Powers, D. (2010). Immediate feedback and opportunity to revise answers to open-ended questions. Educational and Psychological Measurement, 70(1), 22–35. https://doi.org/10.1177/0013164409332231.

5. Beneroso, D., & Robinson, J. (2021). A tool for assessing and providing personalised formative feedback at scale within a second in engineering courses. Education for Chemical Engineers, 36(1), 38–45. https://doi.org/10.1016/j.ece.2021.02.002.