Formative feedback and scaffolding for developing complex problem solving and modelling outcomes
Author:
Affiliation:
1. Faculty of Engineering and Applied Science, Queen’s University, Kingston, Canada
2. Office of the Provost, Queen’s University, Kingston, Canada
Funder
DuPont
Higher Education Quality Council of Ontario
Publisher
Informa UK Limited
Subject
General Engineering,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/03043797.2017.1299692
Reference35 articles.
1. The effects of argumentation scaffolds on argumentation and problem solving
2. Restructuring the Classroom: Conditions for Productive Small Groups
3. Peer Instruction: Ten years of experience and results
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