Effects of Instructor’s “Task Knowledge” and “Learning-Process Knowledge” on Educational Desirability Judgment
Author:
Affiliation:
1. Kwansei Gakuin University
Publisher
The Japanese Association of Educational Psychology
Subject
Developmental and Educational Psychology,Education
Link
https://www.jstage.jst.go.jp/article/jjep/70/4/70_333/_pdf
Reference46 articles.
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2. Ausubel, D. P. (1961). Learning by discovery: Rationale and mystique. Bulletin of the National Association of Secondary School Principals, 45, 18-58. https://doi.org/10.1177/019263656104526904
3. Birch, S. A. (2005). When knowledge is a curse: Children's and adults' reasoning about mental states. Current Directions in Psychological Science, 14(1), 25-29. https://doi.org/10.1111/j.0963-7214.2005.00328.x
4. Bråten, I., Muis, K. R., & Reznitskaya, A. (2017). Teachers' epistemic cognition in the context of dialogic practice: A question of calibration? Educational Psychologist, 52(4), 253-269. https://doi.org/10.1080/00461520.2017.1341319
5. Brownlee, J. L., Ferguson, L. E., & Ryan, M. (2017). Changing teachers' epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242-252. https://doi.org/10.1080/00461520.2017.1333430
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1. Preference for Student Activity over Teacher Guidance: Effects of Task-Related Knowledge and Learner or Instructor Roles;The Journal of Experimental Education;2024-06-30
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